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) - 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

Henley School (Nelson) - 16/11/2012

1 Context

What are the important features of this school that have an impact on student learning?

Henley School has a roll of about 550 students, with7% identifying as Māori. It is the largest primary school in Nelson. The school, along with Henley Kindergarten, Waimea Intermediate and Waimea College, are part of a campus sited on an extensive area of land. All educational institutions cooperate to share facilities. The spacious grounds and buildings are attractively presented and highly conducive to learning. Ongoing collaborative discussions among leaders from the schools and kindergarten enhance a smooth transition to school and on to the neighbouring intermediate. Many reciprocal visits are undertaken.

The school's values and welcoming culture provide a strong foundation for sustaining and enhancing student learning and development. The mission statement of ‘reach high, strive for knowledge and live with all your heart’ is highly evident and embraced.

Partnership with families is fostered and parents, whānau and aiga support and participate in a range of activities in and out of class.

Recent developments at the school include the establishment, on school grounds, of a special needs satellite class from Maitai School and a one-day school for gifted and talented students.

Students' learning and achievement in creative, cultural and sporting areas are valued and celebrated.

2 Learning

How well are students learning – engaging, progressing and achieving?

High levels of student interest, engagement and motivation are evident. Clear expectations guide learning and behaviour. Interactions between teachers and students are respectful.

The collation, analysis and use of high quality schoolwide data are strengths. Considerable work has been undertaken since the August 2009 ERO report to introduce a student management system that managers and teachers use effectively to track student progress. Achievement information is used for multiple purposes. These include the development of:

  • schoolwide targets by syndicates well informed by assessment data
  • clear monitoring of student progress and achievement by year level, gender and ethnicity
  • detailed action plans for targeted students in writing.

The school reports that at the end of 2011, 88% of students were achieving at or above National Standards expectations in reading, 79% in mathematics and 70% in writing. The school also reports that most students, including Māori, are progressing very well. Māori student achievement data is reported widely within school and to the board in literacy and numeracy. In relation to National Standards, Māori students achieve well above in mathematics and above in reading, and writing. Overall, Māori student achievement is slightly below other students in the school.

School self review has identified that teachers’ assessment judgements about writing are being strengthened as a result of targeted professional development and ongoing moderation.

Well designed processes are used to identify students needing support, deliver specific programmes to meet their needs and monitor the progress of individuals. Students benefit from a schoolwide emphasis on improving achievement through a holistic approach to their learning, development and pastoral care. The deputy principal maintains comprehensive learning and social needs registers which provide effective records of assistance, actions taken and outcomes. Trained support staff ably assist students.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Henley School Curriculum, developed collaboratively with parents, reflects community and local priorities and is highly effective in promoting student learning. Teachers effectively use strategies to help share learning goals and indicators of success with students. Strong practice models are evident and students are challenged in their learning. Integrated studies promote authentic situations and are complemented by specialist programmes in music and te reo me ngā tikanga Māori.

Teachers actively build and maintain a positive and constructive learning environment. Practices that contribute to meaningful learning include:

  • matching students’ learning preferences to teaching approaches
  • using well analysed assessment data to group students and inform teaching
  • making clear links to prior learning
  • providing focused next learning steps to empower learners.

Extensive whole-school professional development is provided. This is based on data analysis and matched to individual and syndicate needs. Staff are encouraged to inquire into their teaching strategies and are given many opportunities to share and promote best practice.

How effectively does the school promote educational success for Māori, as Māori?

The school has a clear vision articulated in its strategic plan and enacted by teachers 'to enable Māori students to make connections with their culture’. Since the previous review, senior managers have actively promoted a climate of valuing and celebrating te reo me ngā tikanga Māori in the school. The introduction of a schoolwide te reo Māori programme, ably led by a specialist classroom teacher, has promoted a more culturally responsive school community. Managers have identified there is a need to continue to support teachers to integrate te reo me ngā tikanga Māori in more meaningful contexts.

Some effective strategies have been implemented to promote educational success for Māori students. Considered approaches include staff professional learning and development, and the establishment of a Māori curriculum team to oversee further developments, including the analysis of parents’ aspirations for their children.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. Trustees, the principal and senior leaders have effective working relationships. The charter and associated annual plan show very clear links and alignment. There is a focus on measurable outcomes and review to improve outcomes for students. The board responds strategically to information received from senior leaders about student achievement and progress. Resources are appropriately allocated.

The senior management team successfully models, promotes and develops schoolwide leadership. The team has a range of expertise and works purposefully and cohesively to enact the school's vision. A well considered approach to building the leadership potential and skills of teachers has created an environment that supports collaboration, innovation and ongoing improvements in capability. Teachers value the collegial and collaborative approach to school development.

Students have high quality teaching. A strong culture of critical reflection is evident. Teachers gather information from a wide range of sources to improve outcomes for students. There is an appropriate emphasis on staff reflecting on their teaching practices and effectiveness. The senior management team has identified teaching as inquiry as an area to keep developing.

From rigorous evaluation and evidence-based self review, managers and the board have identified further priorities that will contribute to school improvement. These are to continue:

  • targeted professional development in writing to raise student achievement
  • with consistent implementation of high quality action and review plans for targeted students.

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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

16 November 2012

Image removed.About the School


Richmond, Nelson

Ministry of Education profile number


School type

Contributing (Year 1 to 6)

School roll


Gender composition

Female 51%, Male 49%

Ethnic composition

NZ European/Pākehā


Other ethnic groups




Special Features

Maitai Satellite Unit

Review team on site

September 2012

Date of this report

16 November 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2009

May 2006

April 2003