Henley School (Nelson)

Education institution number:
School type:
School gender:
Not Applicable
Total roll:

56A William Street, Richmond

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Henley School (Nelson)

Te Ara Huarau | School Profile Report


This Profile Report was written within 24 months of the Education Review Office and Henley School (Nelson) 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


Henley School is located in Richmond, Nelson and provides education for students in Years 1 to 6. The five values of Respect; Caring; Fairness; Honesty and Responsibility are central to all school operations. It is a member of the Waimea Kāhui Ako. At the time of this ERO report, there was an Acting Principal.

Henley School (Nelson)’s strategic priorities for improving outcomes for learners are to:

  • provide the highest possible learning outcomes for all students

  • recruit, retain and support the development of high-quality staff

  • endeavour to provide a safe and effective teaching and learning environment.

You can find a copy of the school’s strategic and annual plan on Henley School (Nelson)’s website.

ERO and the school are working together to evaluate how effectively approaches to teaching literacy are improving outcomes for all students, particularly for those who need acceleration.  

The rationale for selecting this evaluation is:

  • to raise the achievement of identified priority learners, including boys and Māori

  • to further support the development of teaching practices across the school to promote the consistent implementation of writing initiatives.

The school expects to see improved achievement in writing overtime throughout the school and sustained improvement across all literacy.


The school can draw from the following strengths to support its goal to know how effectively literacy initiatives are improving outcomes for all students, particularly for those who need acceleration:

  • highly effective leadership across the staff, with good use of individual strengths to support building teaching capacity

  • consistent schoolwide processes and systems to identify, monitor and respond to those learners who need additional support

  • strong curriculum knowledge and resourcing to provide effective implementation of classroom programmes.

Where to next?

Moving forward, the school will prioritise:

  • continuing to embed a consistent approach to teaching and learning of literacy across the school to make sure that teachers’ practices are continuing to grow and sustain student achievement in writing

  • evaluating the initiatives to ensure that teaching practices are making positive change to student achievement.

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

25 August 2023 

About the School

The school is host to the Maitai Satellite Unit.

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

Henley School (Nelson)

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of February 2023, the Henley School (Nelson), 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 Henley School (Nelson), 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

25 August 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

Henley School (Nelson) - 30/06/2017


Henley School has a roll of 502 children, 47 of whom are Māori. The roll remains stable and reflects increasing cultural diversity. The school shares an extensive educational site with a kindergarten, intermediate and secondary school. The Maitai satellite class for children with additional needs adjoins Henley School.

The board, school leaders and staff have sustained, consolidated and expanded the strengths identified in the 2012 ERO review and report. The school’s strong response to external evaluation is evident in the increased focus on writing and literacy since that review.

The school’s principal is one of two leaders of the local Kāhui Ako |Community of Learning (CoL).

How well is the school achieving equitable outcomes for all children?

The school is effectively achieving equitable outcomes for children.

Student achievement is very good to high quality. Achievement information since the 2012 ERO review shows an overall positive trend in learning for children. Decreasing disparity in educational outcomes for particular groups of children is also evident.

Continuous improvement in school conditions that enable equity and excellence for all children is central to school stewardship and leadership. Considerable restructuring of curriculum leadership is intentionally focused on strengthening curriculum design and effectiveness.

Relationships within and beyond the school contribute to the school’s welcoming, inclusive and learning-centred environment. An embedded culture of tuakana teina, where older children help and care for younger children, is highly evident.

School leaders have identified the need to continue to refine aspects of school practice such as inquiry into teaching and learning and cultural responsiveness.

ERO is likely to carry out the next review in 4-5 years. 

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school responds very effectively to Māori and other children whose learning and achievement need acceleration.

Leaders and teachers know which children need extra support and have introduced a programme of close and collaborative monitoring and reporting of progress. Individual and targeted plans are in place for each child who needs extra support with their learning. This contributes to a shared ownership of learning interventions for children whose progress is not at the expected levels.

The school’s achievement information against the National Standards shows high achievement in reading. Increasingly improved results in writing and mathematics are moving the school towards high achievement in these areas. Māori children achieve at similar levels against the National Standards in reading and writing. Many of these children, and other groups, are making accelerated progress in mathematics.

Leaders and teachers are aware that some boys are not achieving as well as other groups in writing. They have a range of strategies, monitoring and reporting in place to lift achievement in this area.

The school highly values and places a strong emphasis on practices that promote positive outcomes for children. These include: 

  • high expectations for every child
  • a school culture that has children at the heart of its continued drive for ongoing improvement and effectiveness
  • a very evident focus on tuakana teina, where older children regularly support younger children
  • prioritising the wellbeing of children in ways that are actively responsive and practical. 

Appropriate assessment and moderation processes and tools are in place to promote reliability of teachers’ judgements about children’s progress and achievement. The school has identified that it will extend external moderation practices within the CoL setting.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has a comprehensive range of very effective processes that enable the achievement of equity and excellence.

The board, leaders and staff continue to strengthen the school’s culture of collaboration and commitment to enable every child to ‘reach high, strive for knowledge and live with all your heart’.

The school’s high quality leadership is strategically focused on promoting school conditions necessary for enabling equity and excellence for all children. These include:

  • a relentless focus on learners’ strengths, needs, passions and interests
  • distributing and strengthening leadership across the school, especially within all learning areas across the curriculum
  • creating and maintaining an orderly, supportive and purposeful learning environment
  • the proactive, cohesive and collaborative leadership styles of the principal and senior leaders.

Effective stewardship of the school is very evident in the board’s high expectations for the best outcomes for all children. This is clearly reflected in the board’s alignment of the school’s vision with its strategic planning, goals and targets. Extensive board consultation with parents is reflected in key school documents and planning.

Educationally powerful relationships are evident across all levels of the school and with the parent and school community.

The school’s curriculum provides a wide range of rich opportunities for children to learn holistically and experience success within and beyond the school. Teachers maintain a strong focus on literacy and mathematics and ensure ongoing opportunities for integrating learning across the curriculum. A high level of children’s engagement in their learning and enjoyment of school is particularly evident.

The school has an embedded culture of reflection and continuous improvement. School leaders regularly use a wide range of approaches to internal evaluation to monitor programme and practice effectiveness, and identify where changes need to be made. At this school, internal evaluation at all levels has a very strong focus on children’s wellbeing and learning.

Sustainable development for equity and excellence

The school processes to achieve equity and excellence are very effective.

What further developments are needed in school processes to achieve equity and excellence?

The board and senior leaders have identified the need to continue to embed processes for inquiry into teaching and learning, including inquiry into culturally responsive practices.

The board and senior leaders should also consider:

  • formalising some aspects of internal evaluation at board and senior leadership levels, including widening reporting to include shifts in the learning progress, over time, of children who are at or above the National Standard
  • further refining the curriculum document to ensure that it captures the richness of the curriculum in action across and beyond the school.

Board assurance on legal requirements

Before the review, the board 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 the following:

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

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

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

ERO is likely to carry out the next review in four-to-five years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

30 June 2017

About the school 



Ministry of Education profile number


School type

Yr 1-6

School roll


Gender composition

Girls: 48%

Boys: 52%

Ethnic composition

Māori: 9%

NZ European: 79%

Pacific: 1%

Other: 11%

Special features

Maitai Satellite Unit

Review team on site

May 2017

Date of this report

30 June 2017

Most recent ERO report(s)

November 2012

August 2009

May 2006