Clyde School

School 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.

About the School 

Clyde School provides education for learners in Years 1 to 8. The school’s roll is 164. The majority of learners identify as New Zealand European/Pākehā, and 15% identify as Māori. The school’s vision is ‘akoranga mo ake ake: learning for life’.

Part A: Parent Summary

Progress since 16 June 2023 ERO report

ERO and the school worked together to evaluate the extent of the school’s progress towards developing a culturally responsive learning community, where te reo Māori and tikanga Māori are valued, practised and celebrated. The school expected to see te reo Māori and tikanga Māori become a natural part of what is seen and heard in all areas of the school, with enhanced meaningful partnerships and connections with whānau, iwi and the local community.

Learners experience a rich and responsive school curriculum focused on drawing from local contexts through support and guidance from local kaumatua. The creation of a school waiata and haka is strengthening learner engagement in learning and their sense of belonging. Teachers’ confidence and competence in understanding and using te reo and tikanga Māori within their learning programmes has increased. Continuing to embed culturally responsive practices throughout teaching and learning programmes is a strategic priority of the school.

How well placed is the school to promote educational success and wellbeing?

Achievement in Years 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Attendance

The school is behind 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 reducing over time. 

Assessment

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.

Progress

The school is developing 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 progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office 
 

Part B: Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

• Learners achieve best in reading and mathematics; school leaders have identified that there is a need to continue to accelerate progress for some priority learners, particularly boys in writing.
• Learners experience a strong sense of belonging through positive relationships with staff; individual learner needs are carefully considered with specific and targeted support.
• Learners benefit from a rich curriculum that provides meaningful learning opportunities that integrate the local context and community to make learning relevant.
• School leaders set high expectations for teaching and learning and provide a clear vision and strategic plan for school improvement.
• Leaders apply their skills and expertise to develop cohesive processes and approaches across the school, enhancing teacher capacity and shared understandings.
• Leaders and teachers closely track and monitor learners progress throughout the year; this strengthens the collective ownership of success and informs professional learning and development.
• Structured mathematics and literacy programmes are well-embedded at all levels of the school and there are ongoing opportunities for professional learning to extend teachers’ knowledge and capability. 

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• evaluate and review the impact strategies and responsive teaching and learning initiatives have on enhancing progress, achievement and equity in outcomes for every learner
• extend knowledge and understanding of the changes to the national curriculum to ensure consistent practices are embedded across the school
• engage with whānau to formalise planning that improves rates of regular attendance.

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

Within six months:

• evaluate and enhance attendance strategies in collaboration with the school’s community to improve regular attendance rates 

Every six months:

• analyse achievement information for trends and patterns across groups of learners and modify teaching strategies that continue to meet the needs of learners
• monitor and review ongoing changes to the curriculum to inform teaching and learning practice
• monitor the implementation of the school’s attendance plan and refine strategies to improve regular attendance 

Annually:

• evaluate and report on the impact of strategic priorities on schoolwide improvement and use this information to inform annual planning, goals and targets
• review and strengthen the board’s processes for scrutinising engagement, wellbeing, progress and achievement information to inform schoolwide improvement. 

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

• increased levels of progress, achievement and equity of outcomes for all learners
• robust evaluation processes and well-analysed information that further supports decision making for continuous improvement
• improved and sustained high levels of regular attendance.

Part C: Regulatory and Legislative Requirements

Board Assurance with Regulatory and Legislative Requirements

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:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

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)

13 May 2025

Education Counts

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