79 Hutcheson Street , Mayfield, Blenheim
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Mayfield School provides education for learners in Years 1 to 6. At the time of the review, 83 learners were enrolled in the school. The school roll is 33% European/Pākehā learners, 47% Māori learners, 11% Pacific learners and the remainder from other ethnicities. Learners are encouraged to use and live the school values of Whakawhaungatanga, Manaakitanga, Hauora to support their learning wellbeing.
| How well are learners succeeding? | The school is working towards high levels of success and progress for all learners. |
| What is the quality of teaching and learning? | Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics. The school is improving teaching and learning. |
| How well does the school curriculum respond to all learners needs? | Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | The school is establishing planning and conditions that support improvements in the quality of education for learners. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school reasonably promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Writing | A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making some progress towards meeting Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau for 2030 and agrees this will need to be a key strategic priority.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Learners express a sense of belonging, and knowledge of the school values; learners are well supported through inclusive teaching and school practices to ensure their wellbeing needs are met.
Leaders are strengthening relational trust and effective collaboration across the school as they work towards achieving improvement priorities. Leaders provide effective and targeted professional learning for teachers to support improvement of school-wide teaching practice.
Structured literacy is embedded across the school through the Better Start Literacy Approach (BSLA). A structured mathematics programme has been implemented, and professional learning is supporting delivery of the mathematics programme.
Staff work collaboratively and engage in professional learning that strengthens efficiency in their teaching practices to improve outcomes for all learners.
A shared school-wide understanding of evaluation for improvement is developing; the school is working towards a planned approach to school improvement.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Yes
Yes
Yes
Yes
ERO has identified the following areas of non-compliance during the board assurance process:
The board has since addressed the areas of non-compliance identified.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Sharon Kelly
Director of Schools (Acting)
26 March 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Trustees, leaders and teachers have been proactive in addressing most of the next steps from the 2017 report. With external advice, leadership capacity has been built through internal evaluation processes to ensure effectiveness. As a result student achievement and wellbeing have improved, with particular emphasis on priority learners. Trustees are now clear about their roles and responsibilities and have a real focus on continuing to lift student achievement and wellbeing. They have developed a sustainable cycle of planning, assessment, improvement and internal evaluation.
ERO is likely to carry out the next review in three years.
The July 2017 ERO review raised some concerns about accelerating student achievement for those children who need it. It also noted the quality of learning and teaching programmes that were resulting in poor achievement outcomes for many students. School achievement data for 2017 showed declining achievement, with many targets for improvement not met.
Leadership and management practices were identified as needing improvement to enable a shift in disparity of achievement through better quality assessment. Another priority was to inquire into the effectiveness of teaching and learning programmes to fully promote successful outcomes for all children.
The 2017 ERO report also identified that the board needed to make sure it was fulfilling its governance roles and responsibilities, particularly related to the regular review of polices and processes to ensure student health and safety.
Trustees, leaders and teachers have been proactive in addressing most of the areas for improvement outlined in the 2017 report. The findings of the latest review are outlined below.
Children learn in positive environments with focused learning opportunities to lift their achievement. Teachers use intentional strategies and modify their approaches to support children’s learning and development needs. Assessment practices are more targeted and focus on individual learning needs that are closely monitored at individual and class levels. Teachers know their children and whānau well.
In conjunction with the teaching as inquiry reflections, leaders and teachers have used internal evaluation processes to give better information about the reasons for children’s achievement. They have taken a positive approach to supporting children’s learning and behaviour.
The curriculum has been reviewed in 2018. Children benefit from a curriculum that contains clear expectations for all learning areas for achievement, assessment and reporting. Māori and other children would benefit from a more bicultural approach to curriculum content and goals.
Trustees now receive comprehensive reporting from lead teachers on progress against student-focused strategic goals. This collaborative approach is having a positive impact on all student learning, but in particular on the wellbeing and achievement of boys.
The new distributed leadership model is a significant improvement. Leaders and teachers have developed an effective key task document in line with the school's strategic and student achievement goals. This is a highly reflective tool allowing for ongoing evaluation against key goals, and is also shared regularly with the board to inform decision making.
Leaders and teachers now need to continue to embed:
The senior leadership team has identified the need to evaluate the effectiveness of the leadership approach used across the school.
The school is better placed to sustain and improve its performance. Trustees, leaders and teachers now have a cohesive, strategic planning structure linked to the vision and values and focused clearly on lifting student achievement and wellbeing.
Throughout 2018 leaders and teachers have worked hard to develop good systems for reflection on the effectiveness of their teaching and learning programmes. Inquiries into their practice have promoted changes to teaching and learning strategies, resulting in improved monitoring, achievement and wellbeing for all children.
Since the 2017 ERO review some new trustees have been appointed. Trustees have had personalised training in their roles and responsibilities and are focused on improving achievement and supporting the wellbeing of all children. They now have delegated roles and responsibilities to support the operation and governance of the school.
The board and senior leaders have reviewed and strengthened policies and procedures about education outside the classroom. They now have good practices in place and an improved overall policy review system through an on-line policy framework. They have consulted on, and reviewed the strategic plan, clarifying the school’s vision for learners at Mayfield School.
Development of the school’s website has improved communication with the community and other stakeholders. Parents and whānau have been consulted through a wide range of communication strategies, resulting in high levels of engagement of parents in learning programmes and the school’s vision and values.
The school has strong community links and has benefited from involvement in the Piritahi Kāhui Ako|Community of Learning (CoL).
Trustees and leaders have identified, and ERO agrees, that the key next steps are to:
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Trustees, leaders and teachers have been proactive in addressing most of the next steps from the 2017 report. With external advice, leadership capacity has been built through internal evaluation processes to ensure effectiveness. As a result student achievement and wellbeing have improved, with particular emphasis on priority learners. Trustees are now clear about their roles and responsibilities and have a real focus on continuing to lift student achievement and wellbeing. They have developed a sustainable cycle of planning, assessment, improvement and internal evaluation.
ERO is likely to carry out the next review in three years.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
28 February 2019
| Location | Blenheim | |
| Ministry of Education profile number | 2912 | |
| School type | Contributing (Years 1 to 6) | |
| School roll | 124 | |
| Gender composition | Boys 50% ; Girls 50% | |
| Ethnic composition | Māori Pākehā Pacific Other ethnicities | 35% 27% 9% 29% |
| Review team on site | November 2018 | |
| Date of this report | 28 February 2019 | |
| Most recent ERO report(s) | Education Review Education Review Education Review | July 2017 May 2013 May 2007 |