Aberfeldy School

Aberfeldy School

Te Ara Huarau | School Profile Report


This Profile Report was written within 6 months of the Education Review Office and Aberfeldy School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz


Aberfeldy School is located approximately 35 kilometres north of Whanganui. The school caters for students in year 1 to 8.

Aberfeldy School’s strategic priorities for improving outcomes for learners are:

  • ensure successful progress
  • maximise potential and wellbeing 
  • promote effective partnerships. 

You can find a copy of the school’s strategic and annual plan on Aberfeldy School’s website.

ERO and the school are working together to evaluate to what extent delivery of the localised curriculum achieves positive outcomes for all learners.

The rationale for selecting this evaluation is: 

  • school personnel are seeking to revise and document their localised curriculum to reflect local and national priorities. ERO and the school will work together to evaluate the impact of the curriculum delivery on outcomes for learners. 

The school expects to see: 

  • equity and excellence for students and accelerated progress for learners working toward curriculum expectations in literacy and mathematics
  • a collaboratively designed and documented curriculum that achieves successful learner outcomes and is clearly aligned to local and national priorities 
  • robust use of assessment information is matched to the diverse needs of learners
  • skilled and capable teaching and learning practices in delivery of the school’s localised curriculum.


The school can draw from the following strengths to support its goal to achieve equitable and excellent outcomes through delivery of their localised curriculum:

  • learners are provided with a wide range of curriculum experiences and activities with a clear emphasis in the priority areas of literacy and mathematics 
  • collaborative practice between staff provides regular opportunities to share teaching strategies and incorporate new learning to support learner engagement, progress, and achievement.

Where to next?

Moving forward, the school will prioritise:

  • reviewing and revising strategic and annual planning to reflect legislative changes and determine actions to achieve local and national priorities
  • revising and documenting the Aberfeldy School curriculum that establishes agreed expectations for delivery of their localised curriculum and reflects local and national priorities
  • continuing to identify and seek further opportunities to strengthen leadership, teaching, and governance to ensure professional capability supports effective and sustainable practice.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen 
Director of Schools 

14 December 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Aberfeldy School

Board Assurance with Regulatory and Legislative Requirements Report ​2023​ to ​2026​

As of ​July 2023​, the ​Aberfeldy School​ Board has attested to the following regulatory and legislative requirements: 

Board Administration 




Management of Health, Safety and Welfare 


Personnel Management 






Further Information 

For further information please contact ​Aberfeldy School​ Board. 

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years. 

Information on ERO’s role and process in this review can be found on the Education Review Office website. 

​Shelley Booysen​
Director of Schools​ 

​14 December 2023​   

About the School  

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home 

Aberfeldy School


The school has made sufficient progress in relation to priorities identified in this report and will transition into ERO’s Evaluation for Improvement process. 

1 Background and Context

What is the background and context for this school’s review?

Aberfeldy School is located approximately 35 kilometres north of Whanganui. It is a small rural school for Year 1 to 8 students. At the time of this evaluation, 10 of the 12 students enrolled are Māori.

The school’s vision for children is, ‘Empowering learning together; Te Whakakaha I te ako ngatahi’.

Over the past 12 months the school has undergone several changes to staffing, including the appointment of a principal in term 3, 2020. Two trustees are newly elected.

This ERO report evaluates the progress made and how well placed the school now is to sustain continuous improvement.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

 The areas for review and development identified in the 2020 ERO report were to:

  • review and implement rigorous assessment practices to inform teaching, learning and improve reporting of student progress and achievement to parents and trustees
  • deliver and document a responsive, culturally appropriate, curriculum
  • build effective teaching and opportunities for students to learn
  • better promote student wellbeing and support their opportunities to learn
  • improve partnerships for learning, with students and their families and whānau
  • strengthen school leadership to achieve positive change
  • strengthen governance capability and practice.

Assessment processes and tools are better used to support the teaching and learning needs of students. Appropriate tracking and monitoring processes assist staff to more fully respond to specific learning goals of individuals. Reported achievement at the end of 2020 showed most students made purposeful progress in reading, writing and mathematics, with some accelerating their progress. Mid-year 2021 shows the school has sustained ongoing improvement in the achievement of nearly all learners.  

Appropriate curriculum priorities in literacy and mathematics reflect the learning and engagement needs of students. Relevant learning contexts encourage purposeful student engagement in learning. Meaningful connections between the school and Māori whānau support the authentic inclusion of culturally responsive learning contexts.  

Respectful, reciprocal relationships across the school support student belonging and wellbeing. Behaviour management practices have been suitably developed with the community. A settled and positive tone promotes the purposeful engagement of students at school. Shared ‘ REAL’ values highlight respect, empowerment, accountability, and learning and have been developed in conjunction with the community. Meaningful connections established between staff, students, parents and whānau support positive wellbeing and the inclusion of learners at school.

Regular information in relation to student learning is encouraging shared partnerships for learning. Written reports provide appropriate information aligned to curriculum outcomes and next step goals. Learning conferences between parents, students and teachers are well attended and inform the development of shared learning goals.

Trustees receive regular and relevant information during the year to support their governance. Regular information in relation to student progress, achievement and wellbeing are used appropriately to inform their resourcing. Consultation with the community ensures decision making is inclusive of key stakeholders. The board has an ongoing and systematic process to review policies and procedures. Strategic and annual plans identify clear goals that guide the school toward their identified priorities. Appropriate appraisal processes have been established to monitor and support the performance management of the principal and staff.

Key next steps
  • Continue professional learning opportunities for trustees to further build their understanding of effective governance practice.
  • Re-establish implementation of the teaching as inquiry processes to inform the quality of changes to the school’s curriculum priorities.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

The school is well placed to sustain and continue to improve and review its performance. Introducing cohesive systems and processes has strengthened teachers’ and trustees’ response to the individual needs of learners and to parents, whānau, and the community. Leadership, by the principal, has effectively implemented better systems and processes to support positive school development and improve learner outcomes.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.


The school has made sufficient progress in relation to priorities identified in this report and will transition into ERO’s Evaluation for Improvement process. 

Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui

14 December 2021

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.