83 Torea Street , Granity
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.
Granity School provides education for students in Years 1 to 8. The school has a roll with just over 30 students with 44% identifying as Māori, 44% as European/Pakeha and 12% MELA. The school’s vision of ‘empowering curious minds’ is enacted through the school values of Manaakitanga (respect), Tautaio(sustainability), Whanaungatanga (relationships) and Manawaroa (resilience).
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| 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. |
| How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a 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? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully 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 reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range 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 | Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | A small 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 has 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 uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school has 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 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’ needs are well identified, planned for and supported through quality teaching practice that follows evidence-based research.
Learners feel a strong sense of belonging and wellbeing that enables them to thrive in all aspects of school life.
Staff analyse and reflect on achievement data regularly to inform teaching and learning programmes, ensuring they meet the learning needs and interests of all students.
Structured literacy is well embedded throughout the school and an approach to structured mathematics has been implemented to support learner progress and achievement.
Targeted professional learning is increasing the capability of teachers and teacher aides.
Teacher planning aligns well with the new English and Mathematics curriculum and enhances learning programmes for individuals and groups.
The principal’s leadership gives clears direction and vision through the school’s strategic and annual plan.
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 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)
19 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This review is designed to support schools that were experiencing difficulties at the time of the last review. ERO provides ongoing evaluation over the course of one-to-two years as the school works to improve its overall performance and build its self-review capability.
This report answers key questions about the school’s background and the context for the review. The report also provides an evaluation of how effectively the school is addressing areas identified for review and development and the quality of its practices and systems for sustaining performance and ongoing improvement.
Granity School provides education for Years 1-8 students from rural areas north of Westport, Buller. It has a roll of 32 students, about 44 % of whom identify as Māori. Support for the school from 2019 included a Limited Statutory Manager (LSM) until May 2020, a Ministry of Education (MOE) Student Achievement Function (SAF) practitioner, and an MOE liaison manager.
A new junior class teacher joined the school at the beginning of 2021. There have been several changes to the board in the last year, including a new board chairperson.
The school’s mission is ‘to empower and prepare tamariki to value learning, identity, community and place’. The key values for realising the mission are: Manaakitanga (Respect), Kaitiakitanga (Sustainability), Whanaungatanga (Relationships), and Manawaroa (Resilience).
The board of trustees has set strategic priorities focused on student progress and achievement, an inclusive and relevant curriculum, and community connections.
The February 2019 ERO report identified that improvements were required in:
The school is developing effective systems to monitor and analyse student achievement and progress. Reporting is more comprehensive so that the board is better informed about schoolwide achievement information. Achievement data for 2021 shows that more than half of all students are achieving at or above expected curriculum levels in reading, writing and mathematics. Māori students are achieving at similar rates to non-Māori students. Approximately a third of students identified for targeted support are making accelerated progress towards expected levels of achievement. Efforts to strengthen connections with families and whānau are having a positive effect on student attendance and engagement in learning.
Progress on curriculum design has been underpinned by appropriate consultation of external experts and initial surveying of families and whānau. Ongoing professional learning is supporting leaders and teachers to create a collaborative, shared vision for the development of an authentic, integrated local curriculum. The school’s expectations for student learning and progress continue to develop, with a focus on individual learner pathways and profiles. Teacher interactions with students reflect and emphasise the school’s values. Students are encouraged and empowered to take increasing ownership of their own learning.
A culture of relational trust and effective collaboration at all levels of the school community enable leaders to work effectively with teachers to create conditions that support students’ learning and wellbeing. A professional growth cycle that supports teacher practices has been implemented and teacher professional inquiries promote useful dialogue about what best teaching and learning practice looks like. Teachers are encouraged to participate in professional learning that focuses on the identified priorities for schoolwide improvement.
The school has been strategic and deliberate in recruiting trustees with local community links and expertise, including iwi and whānau groups. Communications with the community have been strengthened and the board’s ability to focus on and inquire about priorities for school improvement, particularly student achievement and progress, has improved. A policy and procedures framework has been established and embedded that enables the board to fulfil its statutory responsibilities effectively. The principal’s strategic reports inform the board’s ability to question, challenge and resource appropriately to support improved outcomes for students. Long-term goals and strategic direction that prioritise valued school outcomes have been established.
Trustees, leaders and teachers must continue to develop and embed:
The school is better placed to continue improving and reviewing its performance. Progress towards consolidating systems, processes, practices and programmes identified for improvement continues to be made.
Leaders and teachers are monitoring, analysing and reporting student achievement information more effectively and schoolwide student progress has improved. Curriculum developments reflect a shared vision for teaching and learning that emphasises high expectations for learner success and alignment with the school’s values and valued outcomes. Collaborative practices promote the conditions to improve the quality of teaching practices and support students’ learning and wellbeing. The board is now more representative of school community groups and has established effective frameworks to govern the school in the best interests of families, whānau and their children. Strategic priorities are firmly focused on improving learning and wellbeing outcomes for all students.
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:
Granity School has made sufficient progress in relation to the key next steps identified in ERO’s February 2019 report. The school will transition into ERO’s Evaluation for Improvement approach.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
29 July 2022