Te Ahuwai Bromley School

The same report — the board assurance report of 18 February 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

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

Evidence that the Board has obtained and considered information from at least one referee for persons that the Board employed or engaged as a paid children’s worker. [Sections 25 to 27, Children’s Act 2014; Regulations 5 to 8, 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.

Read this board assurance report on ero.govt.nz →

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 359 — 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. February 2019

   365

   Counted while ERO’s review team was at the school. Education Review Office, report of 8 April 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 18 February 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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.

Context

Bromley School is in eastern Christchurch and provides education for learners in Years 1 to 6. The school’s values of connected, creative, curious, courageous and caring link to the school’s vision to create innovative global citizens to thrive in a changing world.

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

Learner achievement and wellbeing is improving for most learners.

A small majority of learners are achieving at or above curriculum expectation in reading and writing, and a large majority are achieving at or above curriculum expectation in mathematics.

The school is continuing to address disparity for some groups of learners; Māori learners are not achieving as well as non- Māori in reading, girls’ achievement is lower than boys in mathematics, and Pacific learners’ achievement is lower than other ethnicities in mathematics.

Most learners report that they feel safe at school, enjoy learning and are well-supported through inclusive school practices.

A small majority of learners attend school regularly; regular attendance is improving but not yet meeting the Government’s attendance target.

Conditions to support learner success

Leaders collaboratively foster a culture committed to quality teaching and learner success.

Leadership prioritises providing professional learning for staff that is well aligned to the strategic focus, to strengthen teacher practice and further improve outcomes for learners.

Leadership effectively builds and sustains educationally focused relationships with whānau to increase opportunities for learning and success.

Leadership builds and sustains relational trust and effective collaboration across the school community to advance the strategic vision and improvement goals.

Learners are provided with meaningful learning opportunities and experiences that enhance engagement and allow them to see themselves, their identities and cultures in their learning.

Teachers use a range of evidence-based strategies and clear instruction that increasingly support learners to gain sound reading, writing and mathematics skills.

Teachers and leaders closely monitor and respond to learner progress data to improve outcomes for all learners.

The school’s teaching and learning resources and targeted professional learning are used effectively by teachers and leaders to support curriculum implementation, classroom teaching and learner engagement.

Key conditions are increasingly strengthened to enable improvement for learner outcomes.

Parents and whānau are respected partners in their child’s learning and whānau are well-informed about their child’s learning.

Leaders and teachers are embedding practices that promote diverse learners’ wellbeing needs, inclusion, and confidence in their identities, languages and cultures, and their engagement in learning.

The board and leaders effectively work together with the community to develop the schools’ strategic direction and improvement priorities.

Part B: Where to next?

The agreed next steps for the school are to:

further embed the use of evidence-based interventions and support to accelerate learning for learners at risk of not achieving at expectation in reading and writing

evaluate the effectiveness of strategies implemented to improve learner outcomes in reading and writing; use this to inform decision making and improve learner outcomes

effectively track, monitor and evaluate progress against the annual goals to inform board strategic and resourcing decisions

continue to increase learner attendance rates to meet the regular attendance target.

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

Within six months:

implement evidence-based interventions to support target learners in reading and writing across the school

establish a process for reporting on the school’s progress towards the annual goals

prioritise attendance as a strategic and annual plan focus

Every six months:

monitor and review the impact of strategies to improve attendance and respond to the findings

monitor, respond to and report the impact of strategies and interventions to accelerate reading and writing progress and achievement and disparities in learning outcomes

Annually:

evaluate the impact of strategies and interventions to accelerate reading and writing progress and achievement and use to inform strategic and resourcing decisions

review progress towards annual plan goals and adjust planning as needed

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

accelerated progress and reduced disparity in reading and writing for target learners

improved school wide achievement in reading and writing

students attending school regularly.

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

18 February 2025

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

Read this report on ero.govt.nz →