North Loburn 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 80 — 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. May 2019

   126

   Counted while ERO’s review team was at the school. Education Review Office, report of 20 June 2019

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 28 April 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

North Loburn School provides education for learners in Years 1 to 8. New Zealand European/ Pākehā make up the largest proportion (87%) of their approximately 80 learners with 22% of learners identifying as Māori , 6% Asian and 5% as Pacific. The school’s vision is “to nurture well-rounded citizens of the future with a life-long passion for learning”, through their PRIDE values of perseverance, respect, integrity, diversity and excellence.

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 excellent 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.

How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 needs to ensure a physically and emotionally safe learning environment.

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 not yet 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 not yet equitable for all groups of learners.

Attendance

The school is approaching the target of 80% regular attendance.

The school is yet to have a suitable plan to improve attendance.

Regular attendance is improving towards or beyond the target.

Chronic absence is not yet 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 has good quality planning to increase the rate of progress for target 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 Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

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 show high levels of engagement. There are positive respectful relationships between learners and staff, with staff having an in-depth knowledge of each learner, their strengths, and wellbeing.

Leadership builds high trust between students, staff and the community and works together to pursue improvement goals and targets.

The school curriculum provides rich opportunities for learning and engagement, including a focus on structured, explicit teaching in literacy and mathematics.

Staff engage in purposeful professional learning and collaborate to inquire into and strengthen their teaching practice, setting and reviewing specific goals to accelerate learning.

Key priorities and actions for improvement

The agreed next steps for the school are to:

review alignment of the school’s curriculum and strategic planning with national curriculum and assessment changes

further staff capacity to incorporate deeper understanding and integration of te ao Māori and te reo Māori to enhance learning and engagement, particularly for Māori learners

use systematic evaluation to inform effective decision making, supporting and resourcing strategies for equitable learner outcomes

use effective strategies to improve the regular attendance of learners and reduce chronic absence.

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

Within three months:

consult with the school’s Māori whānau and community on their aspirations for learners and use this to inform planning and next steps

document and implement a plan to improve the regular attendance of learners

Every six months:

confirm and monitor goals and progress for the development of te ao Māori and te reo Māori

review attendance plan and implement additional strategies if required to increase attendance further

Annually:

review progress with te ao Māori and te reo Māori and set goals for the next year

undertake regular, timely evaluation in targeted areas, aligned with strategic goals, for ongoing school improvement

evaluate strategies used to improve attendance, tracking progress against national expectations, making changes to strategies and resources if needed.

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

effective, collaborative evaluation so resources are targeted effectively to support learner progress and achievement

cohesive teaching practices which respond to learners’ cultures and support learners in their understanding and use of te ao Māori and te reo Māori

increased engagement and achievement of all learners

improved and sustained regular attendance of learners.

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

Actions for Compliance

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

Consult with the school’s Māori community, develop and make known the schools plans and targets for improving progress and achievement of Māori students [Section 127 (1) (d) of the Act: Objectives of boards in governing schools, Section 139 of the Act: Preparing strategic plan, NELP 5]

Evidence of referee and identity checking as part of Workforce Safety Checking and ensuring that police vetting is undertaken prior to commencing employment. [Sections 25 to 27 of the Children’s Act 2014; Safety checks of children’s workers; Regulations 5 to 8 of the Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]

The board has since taken steps to address 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 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)

28 April 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 →