About Us - ERO Review

To the Parents and Community of St Heliers School

These are the findings of the Education Review Office’s latest report on St Heliers School.

Students’ relationships with adults and their peers reflect well developed interpersonal and intrapersonal skills. Students are offered a variety of leadership and extra-curricular opportunities and exhibit a strong sense of belonging in the school. They benefit from well organised, innovative teaching that is targeted to meet the needs of individuals and groups of students. Teachers monitor students’ academic, social and physical skill progress carefully. As a result, learning programmes are challenging for students, who are confident and competent learners and respond positively to teachers’ high expectations.

Students achieve well in literacy and numeracy. Assessment in other learning areas reflects an attention to the essential skills of the New Zealand Curriculum. Staff have reviewed their expectations for student achievement and as a result have raised their expectations and targets for student achievement in literacy. Students at risk of underachieving are identified at class level and are supported through a well organised system of monitoring and learning assistance. Teachers use a combination of standardised and observational data to monitor student progress. Internal moderation processes are robust and help to maintain consistent standards. To enhance these practices, senior managers should consider school achievement data more closely in relation to national benchmarks and achievement data for schools of a similar type.

Since the 2004 ERO report, teachers have embedded systems that promote high quality teaching practices. They continually reflect on their practice and implement approaches to teaching as a result of targeted professional development. They show respect for children and their learning. Learning environments in classrooms are attractive and engaging. The induction of new staff, in particular of beginning teachers, is managed efficiently and effectively. Teachers’ next area for development is to strengthen formative assessment practices, including providing students with more detailed written comments on their work.

The principal models high quality professional leadership, delegates well and manages an effective senior management team. Senior managers provide teachers with focused professional support, resulting in good staff morale and a collective commitment to the vision of the school. Senior managers have developed useful external professional networks that are used to assist in school improvement.

The board fosters harmonious relationships with senior managers, staff, and the school community. Trustees have a strong commitment to being a good employer and are highly supportive of teachers. Consultation with the community is used to guide strategic direction and has resulted in a high level of parent/whanau partnership with the school. Trustees communicate and work well with the school’s many stakeholders, using their complementary skills to govern the school well.

This report evaluates the impact of literacy programmes on student achievement and engagement in learning. It comments on areas of national interest included in all current ERO reports, including the achievement of Maori and Pacific students, student underachievement, the school’s engagement with parents/whanau and the community, and the school’s management of international students. Aspects of health and safety are also investigated. The recommendations of the report support the board and the management team in their focus on the further development of strategies that sustain the many high quality teaching practices evident in the school.

Future Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the school again as part of the regular review cycle.

Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO website.


Elizabeth Ellis
Area Manager for Chief Review Officer