Main Road , Canvastown
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.
Canvastown School is located on State Highway 6, between the townships of Havelock and Rai Valley. The school provides education for students in years 1 to 8. European | Pākehā make up 92% of learners with 11% identifying as Māori. The school focus is Canvastown CARES, and reminds learners to be Caring, Active Achievers. The school is situated in a rural environment which influences learning contexts.
The school has continued to strengthen learning centred relationships between learners, whānau and teachers; this has reinforced a family like context which supports improved outcomes for learners. The school has prioritised effective responsive teaching practices that better cater for individual learners’ needs and increase equitable opportunities to learn. Learner wellbeing and engagement continues to drive strategic planning.
| 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 high quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| 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 becoming more equitable for all groups of learners. |
| Writing | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan 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 progress towards meeting Government reading, writing and mathematics targets and targets 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 that they enjoy being at school and have positive relationships with their teachers.
The principal is taking steps to foster a learning culture committed to equity and excellence.
There are many opportunities for learners to inquire and learn in the local environment and the school supports learners to participate and contribute to these contexts.
Teachers are implementing structured literacy, and the school will be well placed it to fully implement the English and maths curriculum in 2026.
The principal and teachers draw on internal and external expertise to help plan and co-ordinate the school’s curriculum; to strengthen sequential and consistent pathways for learners.
Targeted high quality teaching programmes for learners at risk are responsive to learner’s strengths and interests.
Curriculum design includes five hours a week each of reading, writing and mathematics
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six 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’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 Evaluation 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)
24 June 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 20 months of the Education Review Office and Canvastown 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
Canvastown School is located on State Highway 6, between the townships of Havelock and Rai Valley. The school provides education for students in years 1 to 8. Their vision is ‘Caring Active Achievers- Ko Ngā Kaihiwa Manaaki’.
Canvastown School’s strategic priorities for improving outcomes for learners are:
Enhance the hauora-wellbeing of ākonga-learners, kaimahi-staff- and whānau-families.
Develop and embed a local curriculum that meets the ambitions and aspirations of the community.
Strengthening partnerships in and out of school.
You can find a copy of the school’s strategic and annual plan on Canvastown School’s website.
ERO and the school are working together to evaluate communication for learning in order to strengthen understanding and ensure parity for ākonga
The rationale for selecting this evaluation is:
the school has identified student self-regulation for both wellbeing and engagement as an area for improvement in strategic planning documents
school information shows a need to continue to prioritise communication for learning to support teacher and student relationships, and to inform responsive teacher practices towards improved outcomes for all learners, in particular for those who identify as Māori.
The school expects to see a strengthening of teacher and student learning centred relationships which will impact positively on student engagement and allow for greater parity for all learners.
Students will:
participate and learn in caring, collaborative, inclusive learning environments
have effective, sufficient, and equitable opportunities to learn
experience effective, culturally responsive pedagogy which supports and promotes student learning.
The school can draw from the following strengths to support the school in its goal to strengthen communication for learning to enhance parity for ākonga:
Teachers and leaders focused on improving outcomes for all students.
Extended family-like context which creates an environment for effective learning.
Moving forward, the school will prioritise:
strengthening of learning centred relationships between students, whānau and teachers
engaging in educationally powerful relationships with the community.
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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
4 August 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of May 2022, the Canvastown School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Canvastown School Board of Trustees.
The next Board of Trustees 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
4 August 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home