813 Loburn Whiterock Road , Loburn North
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.
North Loburn School provides education for learners in Years 1 to 8. New Zealand European/Pākehā make up the largest proportion (87%) of their approximately 80 learners with 22% of learners identifying as Māori, 6% Asian and 5% as Pacific. The school’s vision is “to nurture well-rounded citizens of the future with a life-long passion for learning”, through their PRIDE values of perseverance, respect, integrity, diversity and excellence.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from excellent 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? | 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 needs to ensure a physically and emotionally safe learning environment. |
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 | A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
The school is approaching the target of 80% regular attendance.
The school is yet to have 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 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 target 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 Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 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.
Learners show high levels of engagement. There are positive respectful relationships between learners and staff, with staff having an in-depth knowledge of each learner, their strengths, and wellbeing.
Leadership builds high trust between students, staff and the community and works together to pursue improvement goals and targets.
The school curriculum provides rich opportunities for learning and engagement, including a focus on structured, explicit teaching in literacy and mathematics.
Staff engage in purposeful professional learning and collaborate to inquire into and strengthen their teaching practice, setting and reviewing specific goals to accelerate learning.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three 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 and the board have identified the following areas of non-compliance during the board assurance process:
The board has since taken steps to address the areas of non-compliance identified.
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)
28 April 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
North Loburn School is a semi-rural school close to Rangiora for students in Years 1 to 8. The school currently has a roll of 126 students.
The school’s vision is to nurture well-rounded citizens of the future who have a life-long passion for learning. Valued outcomes for learners include students being able to reach their full potential; equipping students with knowledge, confidence and skills; developing empathy, respect and tolerance, and maintaining and developing the North Loburn whānau spirit. The school values are PRIDE: perseverance, respect, integrity, diversity and excellence.
The school’s current priorities include to provide quality outcomes for student achievement, learning, wellbeing and use of digital technologies.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Recent professional learning and development has been undertaken across the school in Positive Behaviour for Learning, digital technologies, the Treaty of Waitangi, brain development and transitions into and out of school.
The school has won awards for its part in the Garden to Table project and is a Green Gold enviro school.
North Loburn School is part of the Puketeraki Kāhui Ako|Community of Learning, and meets regularly with a local cluster of schools.
The school is continuing to work towards achieving equity and excellence for all students.
Student achievement data across 2016 to 2018 shows that most students, including Māori, are achieving at or above expected curriculum levels in reading, writing and mathematics. Levels of achievement over this time in reading, writing and mathematics have been sustained.
Variability is evident in the way the school is accelerating learning for students who are underachieving in reading, writing and mathematics.
Student achievement information for 2018 shows that leaders and teachers have been most effective in accelerating learning in reading. An earlier identification and response to disparity in boys’ writing led to improvements the following year. That improvement needs to be continued and sustained.
The school’s information shows that students who most need to increase their rates of learning in mathematics are making the slowest progress.
Students participate in caring, responsive and inclusive learning communities where relationships are respectful and productive. The school’s vision and values are closely aligned to, and are evident in, classroom programmes. A rich curriculum provides for a range of learning opportunities designed to engage students and meet their needs, interests and aspirations.
Students with additional needs are well supported through the effective use of differentiated programmes and skilled learning coaches. Community collaborations enrich learning opportunities for students and help build their sense of connection. Transitions into, within and out of the school are effectively managed.
Leaders consult with, and seek the perspectives and aspirations of students, families and staff to inform school priorities and involve them in supporting learning and wellbeing. Leaders are developing authentic relationships with whānau and iwi in order to build on bicultural practices and enhance learning. Well-developed organisational structures and systems enable collaborative learning and decision making.
Relationships between trustees and school leaders are open and effective. The board scrutinises its own effectiveness and the school’s in achieving the valued outcomes for learners. Trustees utilise the strengths of individual members and make strategic resourcing decisions to support positive student outcomes.
Systematic inquiry and self-review processes align with the school’s vision, values, goals and targets. The school uses these evaluation practices to build and sustain continuous improvement. Staff engage in open-to-learning conversations to investigate, explore and improve practice. A robust appraisal system supports teacher development and relevant external expertise is engaged to support ongoing improvement and innovation. Professional learning groups and close links with the wider education community help to build collective capacity and capability.
Leaders and teachers need to strengthen data management and use, and reporting practices to make clear at all levels of the school:
Leaders have identified, and ERO’s external evaluation confirms, that the school should continue to strengthen culturally responsive practices through:
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:
On the basis of the findings of this review, ERO’s overall evaluation judgement of North Loburn School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
20 June 2019
| Location | North Loburn |
| Ministry of Education profile number | 3447 |
| School type | Full Primary (Years 1 to 8) |
| School roll | 126 |
| Gender composition | Boys 57%, Girls 43% |
| Ethnic composition | Māori 10% NZ European/Pākehā 88% Other ethnicities 2% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | May 2019 |
| Date of this report | 20 June 2019 |
| Most recent ERO report(s) | Education Review November 2015 Education Review May 2012 |