35 Amyes Road , Hornby, Christchurch
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.
Te Manu Tukutuku South Hornby School is located in Christchurch and provides education for learners in Years 1 to 6. The current roll of 325 is increasingly diverse and growing. Just over 50% of learners identify as New Zealand European, 30% as Asian and almost 20% as Māori. The school values of Ako, Whanaungatanga and Mahi Tahi are known by learners and staff. Since the last review a new principal has been appointed.
The priority for further development to sustain learner success was to improve internal evaluation so teachers, leaders and trustees could be clearer about effective programmes and strategies. Continue to focus on and improve the progress of students whose learning needed to be accelerated.
The ongoing, regular discussion and careful analysis of learner data, achievement and progress is an embedded part of school practice. There is a continual focus on identifying and assisting those learners in need of accelerated progress. As a result of these actions, since the last review, overall achievement in reading, writing and mathematics has lifted; and the network of student supports has been extended.
| 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 | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | A large majority of 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 has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is 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 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 some progress towards meeting Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau for 2030 and agrees this will need to be a key strategic priority.
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.
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 addressed 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 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)
26 March 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
South Hornby School, Christchurch, provides education for 213 students from Years 1 to 6. The school community is becoming more diverse in its range of ethnicities. In October 2017 the school moved to a different site with new purpose-built learning spaces.
The school's vision is ‘Creating Pathways to Grow Heroes’ and values learning, collaboration and whānau. The school states that learners will display the four core values needed to achieve the shared vision: being there for each other; making others feel good; choosing an attitude, and enjoying learning through play.
The school’s strategic goals focus on continuous improvement that builds and sustains high quality performance in:
Current student achievement targets are comprehensively focused on improving outcomes for groups of students whose learning most needs to be improved to achieve at or above school expectations.
Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:
The school has recently become involved in a Ministry of Education funded programme focused on positive behaviour. It is also involved in projects that actively engage parents of young children in regular activities to support their learning, and to scrutinise and use achievement data more effectively.
School leaders are active participants in Uru Manuka, the local cluster of schools and early learning services.
For most students the school is achieving equity and excellence. A large majority of students are achieving at or above the school’s expectations. Achievement levels have generally been consistent over the last three years.
Māori students achieve at similar levels to others in the school. Girls achieve at higher levels than boys, especially in reading and writing. The school’s response to addressing this disparity is reflected in the greater focus on boys in the school's target groups.
The school has had some success in accelerating the learning of those who students who need it in reading and numeracy, and considerable success in writing. The progress of each individual is carefully monitored. Teaching strategies are targeted to where they are most effective to accelerate progress.
Students participate and learn in caring, collaborative, inclusive learning communities. Leaders, teachers and other staff care about students' learning and wellbeing. They foster nurturing relationships with students. Teachers provide real-life learning experiences that build on and extend children's knowledge and understandings. Teaching is increasingly collaborative. The ‘learn, create, share’ philosophy is well embedded in school programmes. Students provide positive, helpful and thoughtful comments on each other's work. They know and demonstrate the school values.
Leaders and teachers relentlessly pursue goals and targets that relate to accelerating the learning of priority learners. They analyse and make good use of the many sources of data available to them. The progress of target groups is regularly monitored and reported to the board. Parents of younger children are frequently involved in discussions about their child’s progress, and are given resources to help support their child’s learning at home. There is a considered and collaborative approach to meeting the needs of individual learners. Teachers frequently discuss students’ progress. They change groupings and teaching strategies to best meet their needs.
Trustees and leaders collaboratively develop and implement the school’s vision and valued outcomes. Trustees have student engagement, progress and achievement at the centre of their decisions and actions. Leaders and trustees have gone through an extensive consultation process to develop a new vision, values, strategic goals and targets that reflect the new circumstances of the school. School leaders have been strategic and highly effective in managing change. There are positive, respectful relationships between trustees and school leaders based on open, honest communication.
Trustees and leaders have completed a comprehensive review of the school's vision, values, goals and curriculum. This has involved consultation with, and taken into account the views of students, staff, parents and whānau, and the local runanga.
Leaders, teachers and parents engage in reciprocal learning partnerships. Leaders and teachers use a range of effective communication strategies that build relationships between parents and teachers to support children’s learning. The school helps students to make effective transitions into and through the school, and on to high school. Parents are regularly involved and supported to help their children learn.
Internal evaluation needs to be strengthened so that it is more evaluative. The board’s recently developed draft guidelines provide a very useful tool for undertaking review. The guidelines cover most aspects of the evaluation process. They could be developed further to include a greater focus on evaluation. Similarly, the teachers’ inquiry processes could be improved by having a more evaluative focus. A greater depth of evaluative thinking is likely to further extend teachers’ understanding of what is working best in their practice, and the board’s confidence in making resourcing decisions.
ERO agrees with the school that a key next step is to continue the focus on raising achievement in literacy and mathematics, especially for those students below expected levels.
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, the priority for further development is in:
ERO is likely to carry out the next external evaluation in four-to-five years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
8 May 2018
| Location | Christchurch |
| Ministry of Education profile number | 3507 |
| School type | Contributing – Years 1 to 6 |
| School roll | 213 |
| Gender composition | Boys 57%; Girls 43% |
| Ethnic composition | Māori 25% Pākehā 56% Pacific 8% Other 11% |
| Provision of Māori medium education | No |
| Review team on site | March 2018 |
| Date of this report | 8 May 2018 |
| Most recent ERO report(s) | Education Review June 2014 Education Review May 2012 Education Review January 2009 |