Edendale School (Southland)

 Edendale School (Southland)

School Evaluation Report 

Tēnā 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. 


​Edendale School (Southland)​ is situated in Edendale, Eastern Southland and provides education for students in Years 1 to 6. The school’s aspirations are for students to go on to make their dreams a reality, becoming confident, connected, actively involved, life-long learners now and in the future. 

There are two parts to this report. 

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.  

Part B: The improvement actions prioritised for the school’s next evaluation cycle.  

Part A: Current State 

The following findings are to inform the school’s future priorities for improvement. 

Learner Success and Wellbeing 

Most students make sustained progress and achieve in reading, writing and mathematics. 

  • A large majority of students achieve at or above curriculum levels in reading, writing and mathematics. 
  • Teachers and leaders continue to work on improving equity between groups of students, including Māori learners in reading, writing and mathematics and boys in writing. 
  • The school is meeting the 2024 Ministry of Education target for regular attendance at school, a large majority of students attend school regularly. 

Conditions to support learner success 

A highly collaborative leadership team guides and realises continuous improvement in learning outcomes. 

  • Strategic and annual goals are informed by rigorous analysis of student progress and achievement data. 
  • Leaders and teachers carefully monitor and track progress and achievement for those students who are at risk of not achieving to respond in a timely way. 
  • The school board is well informed by leaders on all teaching and learning across curriculum areas and progress and achievement for all students to resource where it matters most. 

Teachers have and respond to high quality teaching and learning expectations. 

  • Teachers use comprehensive guidelines for curriculum delivery; consequently consistent and cohesive practices across the school support learner engagement. 
  • Individual needs of learners are considered and responded to in a planned and deliberate approach to teaching and learning. 
  • Teachers use assessment information well, to inform their knowledge growth and for next steps in teaching and learning. 

Key organisational conditions that support learners’ success are well established. 

  • Strong community consultation practices guide the development of the school’s vision and values and inform improvement actions. 
  • The school has meaningful partnerships with a wide range of external agencies, that support improved wellbeing and achievement outcomes for learners. 
  • Community collaborations, based on the rural environment are well-established; these are enriching opportunities for students to learn from and about their local community. 
  • Continued consultation with whānau, hapū and iwi is identified as a next step for a schoolwide approach to the teaching and learning of te reo Māori. 

Part B: Where to next? 

The agreed next steps for the school are to:  

  • improve outcomes in writing across the school 
  • continue to improve parity in achievement between groups of students including Māori students, and boys in writing 
  • continue to develop and implement a progressive te reo Māori curriculum plan. 

The agreed actions for the next improvement cycle and timeframes are as follows. 

Within six months: 

  • teachers undertake professional development to raise achievement in writing 
  • teachers mentored across the school with a focus on writing in the senior school 
  • the te reo Māori curriculum plan drafted alongside consultation with Māori whānau to implement within twelve months. 

Every six months: 

  • leaders alongside staff, analyse student progress and achievement information in reading, writing and mathematics and report to the board 
  • staff take planned action in response to emerging trends, with particular attention to those learners at risk of not achieving 
  • teachers use an inquiry framework to find out about the impact of their teaching practice in literacy as part of their Professional Growth Cycle 
  • observation of teaching practice in alignment with te reo Māori curriculum plan. 


  • leaders and teachers report to the board on student achievement in reading, writing and mathematics, to take planned action in response to emerging trends 
  • evaluate the effectiveness of te reo Māori curriculum plan; adapt as necessary and report back to Māori whānau for their further input 
  • evaluate progress towards achieving strategic goals and report back to the school board and community 
  • teachers report to colleagues in the Community of Learning on the results of their inquiry into literacy practices to share insights and further improve on their own teaching practice. 

Actions taken against these next steps are expected to result in: 

  • improve outcomes in writing for all students 
  • increase parity for boys in writing and Māori students in numeracy and literacy 
  • students and teachers participate in a progressive te reo Māori programme and build their te reo Māori capability. 

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. 

Shelley Booysen 
Director of Schools 

​1 July 2024​ 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home 

Edendale School (Southland)

Board Assurance with Regulatory and Legislative Requirements Report ​2024​ to ​2027​  

As of ​April 2024​, the ​Edendale School (Southland)​ Board has attested to the following regulatory and legislative requirements: 

Board Administration 




Management of Health, Safety and Welfare 


Personnel Management 






Actions for Compliance 

​ERO and the board have​ identified the following area of non-compliance during the board assurance process: 

  • the principal is to ensure that authorised staff have a letter from the school board authorising them to use physical restraint and stating that this authorisation can be removed in writing at the school board’s discretion. 
    [Education (Physical Restraint) Rules 2023] 

The board has since ​addressed​ the area of non-compliance identified. 

Further Information 

For further information please contact ​Edendale School (Southland)​, School Board. 

The next School Board 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. 

Shelley Booysen
Director of Schools 

​1 July 2024​ 

About the School  

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home 

Edendale School (Southland) - 29/06/2015


Edendale School is a well-established, small rural school in Southland. Most students achieve at or above the national standard in reading and writing. Students benefit from a rich curriculum that encourages the development of shared values and attitudes and provides a wide range of learning opportunities. The school is very well led. The board has a close working relationship with the principal. Trustees have a clear understanding of their roles and responsibilities and have a strategic outlook.

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

1. Context

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

Edendale School is a long-standing, well-established, small rural school in a dairy-farming community in Southland. The school provides an inclusive and supportive environment where students' cultures are well valued.

Since the 2010 review, the school roll has remained stable. However, through the year a significant number of students arrive at and leave the school. There has also been a sharp increase in the number of students from overseas, including English as second language learners (ESOL). These changes are linked to the rapid growth of dairying in Southland.

The close and active community is very supportive of the school. Students participate in a wide variety of outdoor pursuits within and beyond the community. Parents continue to be valued as key partners in students’ learning and are kept well informed about new approaches and developments in the school.

Since the previous ERO review the principal and teachers have addressed the areas for review and development. They have extended their review of practices that support students' learning and achievement. The school has a closer relationship with local early childhood centres.

2. Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school makes very good use of achievement information to promote students’ learning. Almost all students achieve at and above the National Standards in reading and writing. Students also perform well in mathematics. Teachers are focused on further raising achievement in mathematics.

Teachers use a number of reliable assessments and practices to identify students’ strengths and learning needs. Detailed analysis of assessment information in a range of curriculum areas is a strong feature. This achievement information is well analysed and is used effectively by teachers to provide appropriate support for students.

Teachers have developed useful practices that help them make accurate judgements about student achievement in literacy. This included working across the school and with a cluster of local schools to improve the validity of judgements.

Parents receive regular and useful information about how well their child is progressing against the National Standards. Senior leaders have established a detailed booklet that helps parents to see their child’s learning progress and achievement.

Teachers offer students a supportive learning environment. The next step is to support students to further develop their self-management skills so that they become increasingly responsible for their own learning.

3. Curriculum

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

Students benefit from a rich and effective curriculum that encourages the development of shared values and attitudes. The curriculum provides a wide range of meaningful learning opportunities. It is well documented and provides extensive guidelines for teachers.

The school’s vision, values and expectations for successful learning, developed in consultation with the school’s community, are actively promoted and well integrated into classrooms and school documentation.

Teachers are reflective and make appropriate changes in their practices and programmes to better meet identified needs. Well planned, relevant learning experiences and the use of a range of technologies support students' learning and engagement. The principal and teachers keep the board well informed about learning and achievement through detailed and informative curriculum reports.

Well-focussed and targeted professional development within the school, and the learning cluster, helps to contribute to consistent teaching strategies, and improved learning outcomes for students.

Teachers and managers have organised a comprehensive curriculum for students. The school curriculum could be strengthened further by:

  • making biculturalism in each of the curriculum areas more evident
  • increasing student voice in the design and delivery of the curriculum
  • reviewing and refining the school values.

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

The school is increasing its capacity to promote educational success for Māori, as Māori. The number of Māori students has doubled since the 2010 ERO review.

The school’s 2014 achievement information shows that Māori students are achieving at similar rates to their peers, particularly in reading and writing.

In term 4 2014 the school employed a teacher from a local school to provide opportunities for all students to learn te reo and tikanga Māori within their class programmes. Teachers have identified, and ERO agrees, that this is an area that they need to strengthen to ensure that all teachers have the necessary skills to continue the programme.

Managers and teachers have used Ministry of Education resources to consider ways to support Māori students to succeed as Māori. This is still in the early stages and is an area that they agree needs further development.

The board has provided opportunities for consultation with its Māori community. Trustees are aware that they need to consider a range of ways to successfully gather the views of all Māori families.

4. Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The board is well led by an experienced chairperson. Trustees have a clear understanding of their roles and responsibilities and have a strategic outlook. The board has a close working relationship with the principal and has a good understanding of its governance role.

The board, principal and senior leaders make very good use of self review. It is contributing to their ongoing school improvement.

The principal provides very detailed and useful information to the board on curriculum development, student achievement and progress against the board's strategic goals.

The principal and senior leaders work closely together, are proactive and lead their local cluster in regular professional development. They:

  • are collaborative, have clearly defined roles and responsibilities and high expectations
  • have established comprehensive internal systems and guidelines for teachers
  • are actively involved in regular professional development with teachers
  • closely monitor and support teachers.

The board monitors student achievement closely. It sets challenging student achievement targets. The targets should be refined to indicate the shift trustees would like to make over time for specific groups of 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
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.


Edendale School is a well-established, small rural school in Southland. Most students achieve at or above the national standard in reading and writing. Students benefit from a rich curriculum that encourages the development of shared values and attitudes and provides a wide range of learning opportunities. The school is very well led. The board has a close working relationship with the principal. Trustees have a clear understanding of their roles and responsibilities and have a strategic outlook.

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

Graham Randell

Deputy Chief Review Officer Southern

29 June 2015

About the School

Ministry of Education profile number3947 
School typeContributing (Years 1 to 6) 
School roll131 
Gender composition

Girls 50%;

Boys 50%

Ethnic composition

NZ European/Pākehā










Review team on siteApril 2015 
Date of this report29 June 2015 
Most recent ERO report(s)

Education Review

Education Review

Education Review