Fairhall School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 187 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. August 2019

   199

   Counted while ERO’s review team was at the school. Education Review Office, report of 26 September 2019

2. September 2015

   217

   Counted while ERO’s review team was at the school. Education Review Office, report of 2 December 2015

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 6 May 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Fairhall School provides education for learners in Years 1 to 8. There are currently approximately 180 learners enrolled in the school. The large majority of learners, 77%, identify as European/ Pākehā , around 8% identify as Māori and the reminder from other ethnicities. Learners are encouraged to aim for academic excellence and live the school’s vision Whāia te iti Kahurangi and PRIDE ( Perseverance- Manawanui , Respect - Whakaute , Integrity - Ngākau pono , Diversity - Kanorau , Empathy - Atawhai ) values.

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

How well are learners succeeding? Success and progress for all learners is increasing.

What is the quality of teaching and learning? Learners benefit from good 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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.

Achievement in Years 0 to 8

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 A large majority of learners meet or exceed the expected curriculum level. Results are not yet 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.

Attendance

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.

Assessment

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers are developing assessment information 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 for 2030 and agrees this will need to be a key strategic priority.

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 express a strong sense of belonging, knowledge of and connection to the school values.

Leaders and staff proactively create an inclusive learning environment and set targets to ensure that the learning and wellbeing needs of all are met.

Leaders foster and are embedding a culture of high-quality teaching; relational trust is strengthening at every level across the school and positively impacting teaching practice, learner progress, achievement and wellbeing.

Leaders gather, analyse and use assessment information and feedback effectively to identify improvement priorities that further improve teaching practice and outcomes for learners.

Structured literacy is embedded across the school; planning is underway to implement a structured mathematics programme.

Collaborative planning and evidence-based teaching strategies are used increasingly well to provide purposeful learning opportunities which positively impact learner engagement.

Targeted professional learning aligns with strategic goals, strengthening teaching practice and improving outcomes for all learners.

School-wide evaluative capability is growing; leaders and teachers plan and implement priorities for improvement and regularly monitor progress towards goals and the impact of actions on learner outcomes.

Key priorities and actions for improvement

The agreed next steps for the school are to:

review and refine the school’s learning programmes to further improve progress and achievement, increase equity in reading, writing and mathematics for all groups of learners and accelerated learning for targeted groups

strengthen the use of teaching and learning practices which respond to learners’ needs and interests to further promote learner engagement

expand, monitor and review school-wide practices which respond to learners’ cultures

continue to implement effective strategies which increase regular attendance.

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

Within six months:

finalise the annual implementation plans that drive the strategic goals

participate in targeted professional learning related to structured literacy, mathematics and positive behaviour management

Every six months:

review and refine the collection, analysis and reporting of learner assessment information to whānau and the board

monitor and review the effectiveness of school-wide practices which respond to learners’ cultures

evaluate the impact of school-wide professional learning on teaching practices, learner progress and achievement, and accelerated learning for targeted groups

Annually:

gather and analyse feedback from learners, staff, iwi and the community to inform the school’s strategic direction and resourcing decisions

evaluate and report assessment information on learner progress and achievement in reading, writing and mathematics to inform next steps for teaching and learning

evaluate the effectiveness of strategies in place to increase regular attendance.

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

improved progress, achievement and wellbeing for all learners including accelerated learning for targeted groups

strengthen school-wide consistency and teaching practice in structured literacy and mathematics

increased regular learner attendance.

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)

6 May 2025

Education Counts

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

Read this report on ero.govt.nz →