9 Barnes Road , Ladbrooks
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.
Ladbrooks School is in the Selwyn District, 17 km from Christchurch city. The school provides education for learners in Years 1 to 8 in a semi-rural environment. At the time of this report the roll was 130. European/Pākehā make up 96% of the school population with 12% of learners identifying as Māori. The school supports learners to engage in school contexts through the values of being Ready,Willing and Able to Learn Together.
Over the last three years the principal, with the support of the board has worked to improve school culture through building relationships and trust with the staff and the community. These efforts have enabled teachers to work in collaborative ways to provide learners with opportunities that foster individual, and collective success. Leaders are taking steps to focus on a consistent approach to assessment and quality teaching across the school which will inform strategic planning and impact positively on equitable and excellent outcomes for learners. While most learners are making expected progress, there are still a few who need to make accelerated progress to meet curriculum standards in reading, writing and mathematics. Leaders and teachers are committed to improve outcomes for these learners through purposeful interventions that are regularly monitored to evaluate learner progress.
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Most learners meet or exceed the expected curriculum level. Results are not yet 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 | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
The school is approaching 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 not yet 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 not 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 meeting Government reading, writing and mathematics targets set for 2030.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
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)
7 May 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 13 months of the Education Review Office and Ladbrooks 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
Ladbrooks School is a Year 1 to 8 rural school located close to Christchurch. The school curriculum is enacted through the values of being Ready, Willing, and Able to Learn together. Science is valued at the school and embedded in a variety of learning contexts which are aligned to the local, rural environment.
Ladbrooks School’s strategic priorities for improving outcomes for learners are:
to provide tamariki with opportunities that enable individual and collective success
enhance partnerships within the hapori ensuring purposeful outcomes.
You can find a copy of the school’s strategic and annual plan on Ladbrooks School’s website.
ERO and the school are working together to evaluate how effectively the school curriculum is supporting equitable and excellent outcomes for students. This includes:
what information informs teaching practice and learning contexts
how well learning opportunities respond to identified student strengths, needs and prior learning
The rationale for selecting this evaluation is the need to:
ensure effective systems are in place to support high quality teaching and learning within a broad and deep curriculum
strengthen the analysis and use of progress and achievement information to inform strategic initiatives that will impact positively on equitable and excellent outcomes for students.
The school expects to see:
strengthening of leaders’ and teachers’ capability to analyse and use robust progress and achievement information to inform continuous improvement in teaching and learning
students experiencing success across all learning areas in an interconnected local curriculum.
The school can draw from the following strengths to support the school in its goal to evaluate how effectively the school curriculum is supporting equitable and excellent outcomes for students.
A collaborative learning environment that supports students’ sense of belonging and confidence to participate in learning.
A school board that actively reviews and scrutinises processes to inform effective decision making.
Moving forward, the school will prioritise:
leaders and teachers developing effective use and analysis of high quality progress and achievement information to inform programme planning and design
leadership that builds relational trust for collaborative partnerships across the school community.
ERO has concerns about
the need to develop a cohesive school wide approach to teaching and learning.
Recommendation
the school seeks support to grow internal capability in effective analysis and use of student progress and achievement information.
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
16 November 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 March 2022, the Ladbrooks School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO and the board have identified the following areas of non-compliance during the board assurance process:
that in consultation, with the school's Māori community, developed and made known to the school's community policies, plans and targets for improving the progress and achievement of Māori students [NAG 1(e)]
ensured practice, procedure and documentation for physical restraint meets the requirements
[Education (Physical Restraint) Rules 2017 Physical restraint (Clause 4, 10, 11)]
the school needs to develop an emergency plan that includes sufficient emergency and evacuation procedures
[National Civil Defence Emergency Plan Order 2015]
the need to ensure practice is known and implemented for the appropriate retention and disposal of school records.
[Public Records Act 2005]
The board has since taken steps to address the areas of non-compliance identified.
For further information please contact Ladbrooks 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
16 November 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Ladbrooks School is a Year 1 – 8 rural school located close to Christchurch, with a roll of 135 children. A small number of children identify as Māori.
Since the last ERO review a new principal and board chair have been appointed. The board is a mix of experienced and new trustees.
Teachers have participated in professional development to improve learning outcomes for children. This has included a focus on play-based learning in the junior school and collaborative teaching practices.
Trustees and staff are developing partnerships with the local marae and runaka.
The school’s vision is to prepare ‘Ladbrooks Learners’ by developing values, knowledge and competencies to allow them to confidently and actively connect and contribute to their community now and into the future.
The school states that its valued outcomes are for children to develop dispositions to be:
Leaders and teachers regularly report to the board, school-wide information about outcomes for children in the following areas:
The school is part of the Lincoln Ngā Mātāpuna o Ngā Pākihi Kāhui Ako|Community of Learning.
Overall, Ladbrooks School children experience and achieve excellent educational outcomes.
In 2016, school achievement information shows close to 90% of children achieved at or above the expected levels in writing and mathematics. Reading achievement was 82%, with almost half of the children achieving above the expected level.
Over the last three years, school achievement information shows the school has maintained or improved achievement levels. There has been a significant improvement in writing achievement.
There is some disparity in how well different groups of children achieve in literacy. School results show that boys’ and Māori achievement is lower for reading and writing.
There is no formal reporting on children’s achievement against other curriculum areas. Similarly, the school has no information as to how well its valued outcomes for children’s learning are achieved.
The school is very successful in lifting the achievement of children who need extra support with their learning. 2017 achievement targets include all children who are below expected achievement levels in reading, writing and mathematics.
School information shows that most target children make accelerated progress. For example, by Term 3 of 2017 over half of these children had made accelerated progress in reading, writing and mathematics. Similarly, most target children made accelerated progress in 2016.
Children with additional learning needs are very well supported.
Trustees and staff are reflective, improvement focussed and have high expectations for positive outcomes for all children’s learning, achievement and wellbeing. Trustees support this through targeted resourcing. Trustees and staff promote effective relationships at every level of the school community. School leaders and teachers build positive and meaningful partnerships with the children and their families. Community connections and collaborations contribute to enriching learning opportunities for all children.
Children’s learning benefits from programmes that are innovative and responsive to their needs, interests and strengths. Well-considered implementation of play-based learning is an innovative feature of the school’s curriculum. The curriculum is highly responsive. Children are provided with many opportunities to extend their knowledge and understanding of the community and wider world.
Learning environments are settled and well-organised. This contributes to conditions that are highly conducive to children’s learning.
Effective use of teachers’ strengths through collaborative practice is improving learning outcomes for all children. Tuakana-teina relationships are well embedded in the learning environment at this school.
Children are provided with increased opportunities to experience and value te ao Māori. The school uses local experts well to guide and enrich their programmes.
Leaders and teachers effectively use systems for gathering and sharing learning information. Moderation and assessment practices contribute to effective teacher judgements about children’s achievement.
Teachers have very effective practices to support children who need extra support with their learning. They know these children very well as individuals and learners and use a variety of well-considered strategies to lift their achievement. They carefully track and monitor each child’s progress and achievement.
The school’s involvement in the Lincoln Ngā Mātāpuna o Ngā Pākihi Kāhui Ako|Community of Learning is having a positive impact on teaching and learning.
The board is strongly focussed on serving the community and school in its role. Trustees receive reports about school programmes, practices and student achievement targets. They use this information well to ensure the focus remains on equity and excellence for all children.
Some areas of the school’s processes need to be strengthened and embedded to increase the effectiveness in achieving equity and excellence.
School leaders need to extend the use of learning information. They need to carefully track and monitor the progress of students’ achievement and progress for specific groups (for example, by gender, ethnicity, and year-group) and report this information to the board.
Reports to the board about school achievement targets do not include detail on the progress of groups of students within each target area. This means that it is difficult for the board to see whether some groups, for example boys, have made sufficient progress.
School leaders and teachers need to strengthen internal evaluation. This includes, evaluating the impact of strategies and initiatives to improve learning outcomes for children.
Trustees and leaders need to be better informed about how well children are achieving the school’s valued outcomes. They need to develop valued learner outcome indicators, which can then be measured and reported against.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, development priorities are in:
ERO is likely to carry out the next external evaluation in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
27 February 2018
|
Location |
Christchurch |
|
Ministry of Education profile number |
3402 |
|
School type |
Primary 1-8 |
|
School roll |
135 |
|
Gender composition |
Girls 48% |
|
Ethnic composition |
Māori 7% |
|
Provision of Māori medium education |
No |
|
Review team on site |
November 2017 |
|
Date of this report |
27 February 2018 |
|
Most recent ERO report(s) |
Education Review July 2013 |