14 Lemonwood Drive , Rolleston
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.
Lemonwood Grove School, located in Rolleston on the southern outskirts of Christchurch, provides education for learners in Years 1 to 8. The school’s roll has grown significantly in recent years. The school’s vision is “the best of you as you” and has four connected values: Grit, Responsibility, Integrity and Thinking.
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.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| The majority of learners are achieving at or above expected curriculum levels with generally higher rates of achievement in Years 1 and 2. |
| Leaders work strategically and collaboratively to retain the central focus of improving outcomes for all learners. |
| Teaching is responsive to the increasingly wide range of learners' needs. |
| Conditions that underpin effective schooling are consistent across the school and respond to the school’s rapid growth. |
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:
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
Acting Director of Schools
27 February 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of October 2024, the Lemonwood Grove School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Lemonwood Grove 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.
Sharon Kelly
Acting Director of Schools
27 February 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there was one international student attending the school, and no exchange students.
The school is in its first term of having an international student. It has created effective processes for self review that support and sustain its compliance with The Code.
The principal and Board receive regular, good quality reporting on the progress of the international student in learning, participation in co-curricular activities and wellbeing.
The student reports positive relationships with teachers and other school students.
Sharon Kelly
Acting Director of Schools
27 February 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Lemonwood Grove School |Te Uru Tarata is a newly established school in Rolleston, which opened in January 2017 with a starting roll of 59 students. It has a current roll of 347 Year 1 to 8 students. Further developments are planned to cater for the anticipated strong roll growth.
The school’s vision is: ‘the best of you as you’.
The mission statement is: ‘to provide a landscape of possibilities where people connect and ideas flow in challenging, collaborative and creative ways’.
Both the vision and mission statement are underpinned by the school values: Grit (Niwha), Responsibility (Takohanga), Integrity (Ngākau taputahi), Thinking (Whaiwhakaaro).
Key strategic goals state that:
learners will be at the centre and encouraged to be the best they can be
learners will achieve at least one year’s worth of progress in reading, writing and mathematics
robust procedures and systems developed and implemented to ensure that all learners’ mental, social, physical and spiritual needs are being actioned.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school is a member of the Nga peka o Tauwhare Kākaho Kāhui Ako | Community of Learning.
The school is effectively working towards achieving equitable and excellent outcomes for its students.
Achievement information for the end of 2018 shows that most students are achieving at or above curriculum level expectations in reading and mathematics and a large majority in writing.
Mid-year achievement information in 2019 for reading and writing showed that most students are on track to be at or above curriculum level expectations.
As the school develops, it can show it is beginning to accelerate the progress of some students who need it.
The school has developed effective processes for identifying, supporting and monitoring the progress of all priority students.
Students benefit from strong, supportive relationships at all levels of the school that promote a sense of belonging. They participate and learn in a caring, collaborative, inclusive environment. Teachers have created an environment and culture that supports students to learn. They provide a curriculum that engages students through their interests, needs and abilities. Students appreciate how teachers listen to them, reflect on and adapt programmes to meet their learning needs and interests. There is a strong focus on supporting student participation, engagement and agency in learning. The learning environment encourages students to be self-managing learners in ways that promote equitable opportunities for them to achieve success across all learning areas.
Leaders build high levels of trust and learner-focused relationships with families, whānau, and other education providers to increase learning opportunities for students. Effective communication strategies are used to engage parents, whānau and community. Leaders and teachers recognise the importance of parent and whānau feedback and use it to determine priorities for improvement. There has been a considered approach to building connections with whānau and iwi to support the development of te ao Māori within the curriculum.
There is strong professional leadership across the school. Leaders ensure school targets and goals are understood with appropriate practices and systems in place to support their achievement. Effective strategies are put in place to build the school’s leadership capacity and to support continuous upskilling of all teachers. Strategic recruitment and collaborative practices are used effectively to build professional capability and collective capacity of staff schoolwide.
Leaders and teachers are improvement focused and share high expectations for students and themselves. Students’ progress is regularly tracked and monitored. Groups who need additional support are identified and targeted, and appropriate interventions are put in place.
The board builds relational trust and develops culturally responsive relationships with the school community. Trustees are reflective and are focussed on student learning and well-being They access a range of quality student achievement and progress information to inform their decision making.
Leaders and teachers need to continue to develop and use effective internal evaluation processes across all aspects of school processes and practices. This should enable them to more effectively evaluate the impact of interventions, planned actions and practices on student learning outcomes.
To better recognise and respond to students’ language culture and identity leaders and teachers need to further embed and develop culturally responsive practices throughout the school.
Trustees and leaders should refine strategic planning to provide closer alignment between strategic and annual goals and prioritise a small number of achievable goals. This should help them to better track and monitor progress towards achieving these goals.
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 Lemonwood Grove School | Te Uru Tarata’s performance in achieving valued outcomes for its students is: Well placed.
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
Southern Region
14 February 2020
|
Location |
Rolleston |
|
Ministry of Education profile number |
6967 |
|
School type |
Full Primary (Years 1-8) |
|
School roll |
347 |
|
Gender composition |
Female 52% Male 48% |
|
Ethnic composition |
Māori 5% NZ European/Pākehā 80% Other 15% |
|
Students with Ongoing Resourcing Funding (ORS) |
No |
|
Provision of Māori medium education |
No |
|
Review team on site |
October 2019 |
|
Date of this report |
14 February 2020 |
|
Most recent ERO reports These are available at www.ero.govt.nz |
New School Assurance Review August 2018 |
A New School Assurance Review is a review of particular areas of school performance and is undertaken to specific terms of reference.
New School Assurance Reviews are generally undertaken within the first year of the school’s opening.
This review is based on an evaluation of the performance of Lemonwood Grove School. The terms of reference for the review are to provide assurance to the community:
The Rolleston area is growing rapidly. To accommodate this population growth, a number of new primary schools and a secondary school have been established. Lemonwood Grove School was established to provide education for school-aged children predominantly in the Faringdon community.
From June 2016, a process was undertaken on behalf of the Ministry of Education (MOE) to assess the school’s readiness to open at the beginning of 2017. A readiness to open report was provided to the MOE in May 2017.
Lemonwood Grove School successfully opened in January 2017 with 59 students, from Years 1 to 8. The roll has continued to increase as the Faringdon community in Rolleston has grown. It is increasingly diverse as new families settle in the area. At the time of this review the roll was 192.
The school’s mission is to provide a landscape of possibilities where people connect and ideas flow in challenging, collaborative and creative ways. There is a strong focus on the key GRIT values and dispositions (grit, responsibility, integrity and thinking) for learners to adopt and develop. These values will equip learners to achieve the holistic vision to be ‘the best of you, as you’.
The school’s vision is highly evident in all aspects of its operations. Effective, positive partnerships among trustees, staff, learners and families are based on a shared understanding of the school’s vision. Comprehensive consultation and communication are fundamental to the well-considered design, development and delivery of the curriculum. The curriculum aims to provide all learners with the opportunity to develop to their full potential.
The core values, beliefs and principles are visible in the learning environment and in the actions of learners and teachers. Fundamental to these values is the first principle that learners are at the centre of practices and expected outcomes. In order to meet the vision for learners, projects, initiatives and programmes are explicitly linked to best outcomes for learners.
The wellbeing/hauora of learners and staff is prioritised. It is directly linked to the school’s vision and strategic goals. This reinforces the school’s desire to develop and respond to the needs of learners in every way.
The school is very well placed to provide for students.
There is a focus on purposeful, meaningful assessment and reporting. A comprehensive review process, with stakeholder consultation, is currently enabling leaders and teachers to continue strengthening the school’s ability to provide for students. Teachers and leaders use a range of valid reporting tools to ensure rich learner achievement information is communicated to families.
Students are given the framework to control what, when, where and how they learn. This framework is well organised and planned, but flexible. Planning for learning is future-focused and emphasises the development of strong learner-centred relationships. This planning philosophy prioritises connected learning that embraces the knowledge, skills and attitudes the school’s vision promotes for each learner. The unique school-based learning approach includes learning through play, enrichment programmes, links between the values and dispositions (competencies), and clear alignment with the school’s principles for learning.
There are comprehensive, well understood systems for identifying, monitoring and tracking students at risk of poor outcomes. Students are rigorously supported to be the best they can be. This support comes from other learners, teachers, learning assistants, senior leaders and (where appropriate) external support agencies. Parents are involved and included in partnerships which focus on the learning of their children. The school has worked hard to develop and achieve an inclusive culture.
The school is very well placed to sustain and improve its performance. Trustees and leaders have developed thorough, well documented ‘living’ policies and procedures. Stewardship roles are strategically organised within a thoughtful structure of working groups which report regularly. Leadership is highly collaborative and committed to the continuous improvement and development of the school. Strong alignment of purpose and action is evident, from vision to its enactment.
The school and ERO agree that the key priorities for the future are to continue to:
respond to growth in the school community
embed the school’s appraisal process for staff
develop cultural responsiveness.
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:
During the review, ERO checked the following items because they have a potentially high impact on students' achievement:
The school is very well placed to provide for students. It is clearly evident that the board, leaders and staff are operating in accordance with the school’s vision. The school is very well placed to sustain and improve its performance.
ERO is likely to carry out the first full review of the school after the third year of the school’s operation.
Alan Wynyard
Director Review & Improvement Services Southern
Te Waipounamu - Southern Region
24 August 2018
|
Location |
Rolleston, Canterbury |
|
|
Ministry of Education profile number |
6967 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
192 |
|
|
Gender composition |
Girls: 48% Boys: 52% |
|
|
Ethnic composition |
Māori Pākehā Pacific Other ethnicities |
9% 61% 6% 24% |
|
Review team on site |
July 2018 |
|
|
Date of this report |
24 August 2018 |
|