Blakes Road , Prebbleton
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.
Prebbleton School is located on the outskirts of Christchurch and provides education for learners in Years 1 to 8. The school roll is approximately 550. European/Pākehā made up the largest proportion of all learners and approximately 10% identified as Māori.
The school’s vision is for students to ‘Create, Think, Grow’. The values for teaching and learning are community/hapori, excellence/hiranga, curiosity/wairoa auaha, and resilience/manawaroa.
The previous ERO report identified the next step for the school was for leaders and teachers to continue to develop authentic, learning programmes to fully support the school’s vision and values.
The school now offers a rich and broad curriculum which reflects the school values and local contexts. Leaders and teachers developed and implemented the Prebbleton Pathway, a graduate profile based on the school values and effectively linked this to the Key Competencies of The New Zealand Curriculum. A structured literacy approach has been well embedded school wide. Teachers have meaningfully implemented the Aotearoa New Zealand Histories Curriculum.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high 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 | Most learners meet or exceed the expected curriculum level. Results are becoming more 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 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 not yet 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 all groups of students.
The school has significantly 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 and/or pānui, tuhituhi and pāngarau 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.
Students learn in settled classrooms where teachers adapt learning and take a collaborative approach, using a range of effective strategies to effectively engage learners and meet their learning needs.
Students who have additional learning needs and/or abilities are identified, tracked and monitored and provided with appropriate support and challenge.
School leaders work collaboratively and effectively set and implement meaningful strategic direction. Leadership opportunities are distributed to teachers.
The school has embedded structured literacy practices across all year levels and is well placed to implement structured mathematics. The school curriculum is highly responsive to students’ interests, needs and abilities.
Teachers’ practice is effectively supported by access to a wide range of professional learning opportunities, robust appraisal and collaborative teaching.
The board and leaders use evidence from different sources, including community consultation and student achievement information, to evaluate and inform the school’s strategic direction, with a focus on continuous improvement.
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:
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)
28 April 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Prebbleton School is a Year 1 to 8 urban school on the outskirts of Christchurch. It has a roll of 512 students.
The school’s vision for students is for them to ‘Create, Think, Grow’. The values underpinning teaching and learning are: community/hapori, excellence/hiranga, curiosity/wairoa auaha, and resilience/manawaroa. Valued outcomes have been identified as learning, student wellbeing and the development of the whole child.To support the vision and valued outcomes, current strategic goals include:
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Since the last ERO review in 2016:
The board is a mix of experienced and new trustees.
Prebbleton School is an active member of the Ngā Mātāpuna o ngā Pakihi Kāhui Ako|Community of Learning.
The school is achieving equitable and excellent outcomes for almost all students in the core learning areas of reading, writing and mathematics.
Achievement reports to the board for the past four years show:
The school is accelerating the progress of the large majority of targeted students.
School reports for the past three years show that two thirds of those students identified as needing to lift their achievement levels in writing and reading did so.
The 2018/2019 wellbeing target lifted many students’ perceptions in aspects of their wellbeing.
Students benefit from a curriculum that is highly responsive to their interests, needs and abilities. The school’s values are well established, enacted and used effectively to recognise efforts and successes. Leaders and teachers have a well-balanced focus on wellbeing and learning. Students learn in settled classrooms where teachers take a flexible approach using a range of effective strategies to engage and meet learning needs. Teachers have a shared responsibility for students within their teaching teams, they know them and their whānau well and work together to support their learning and development. Those with additional learning needs and/or abilities are provided with appropriate support and challenge. These aspects are key contributors to the high levels of equity and excellence at this school.
Leaders and teachers are highly committed to ongoing improvement for better outcomes for students, teachers and the school community. Leadership takes a very measured approach to development, improvement and innovation. This is based on research and proven best practice. Teachers’ capability and collective capacity is effectively developed through robust appraisal, comprehensive professional learning, distributed leadership and useful teacher inquiries. Senior leaders have created clear alignment from the strategic goals and improvement practices to teaching and learning programmes. This regular monitoring and reporting allow for appropriate adjustments to be made, to know what is working well and where to next.
Highly collaborative practices are evident at all levels of the school. The relational trust school leaders have established supports innovation, risk taking and receptiveness to change. Meaningful consultation leads to shared understanding and ownership of school and team purpose and direction. The cohesive organisational systems maximise students’ opportunities to learn and provide coherent learning pathways.
The school has identified, and ERO agrees, its next step is to continue the development of its authentic, localised curriculum to fully realise the school’s vision and values.
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 Prebbleton School’s performance in achieving valued outcomes for its students is: Strong.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success 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:
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
19 February 2020
| Location | Selwyn |
| Ministry of Education profile number | 3478 |
| School type | Full Primary (Years 1 to 8) |
| School roll | 512 |
| Gender composition | Boys 52% Girls 48% |
| Ethnic composition | Māori 8% Pākehā/NZ European 72% Pacific 1% Asian 12% Other ethnic groups 7% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | November 2019 |
| Date of this report | 19 February 2020 |
| Most recent ERO reports | Education Review September 2016 Education Review February 2013 Education Review September 2009 |