Henley Primary School, Nelson, New Zealand

ERO Report

The Education Review Office is the government department which reports publicly on the quality of education in all New Zealand schools and early childhood services, including private schools, kura kaupapa Mäori (Mäori language immersion schools), special schools and ngä köhanga reo (Mäori language early childhood groups).

The latest Education Review Office was completed in August 2009. Section 2 of the resulting report is included below and the complete report is available on the ERO web site.

Henley School provides a good quality primary education for students in years 1 to 6 in the Nelson suburb of Richmond.  An enrolment zone is in place for this large and established school.  It has an open, friendly and welcoming atmosphere.  Its physical environment is attractively maintained and presented, and it shares spacious grounds with an adjoining kindergarten, intermediate and secondary schools.  Strong community relationships and mutual respect are evident among students, staff, Board of Trustees and parents.  At the time of this review the school had a roll of 576 students, of whom 90% were New Zealand or other European and 7% Maori.  

The school has a good reporting history with ERO.  The board, management and staff continue to work collaboratively to provide an effective learning environment.  A new principal was appointed in 2009 and is strongly supportive of the school’s clear vision and direction, underpinned by a robust strategic focus and open communication at all levels.  Trustees are enthusiastic and committed and bring a range of experiences to their governance role.  An embedded vision of excellence is the foundation for all learning, characterised by the school’s motto: “Reach high - strive for knowledge - live with all your heart.”

Students at Henley School achieve well in literacy and mathematics, against national norms.  Managers provide the board with regular and useful information in these areas.  Well-planned and monitored interventions are implemented for those students requiring extra support.  Through self review, the school is now considering ways to assess, gather, analyse and use assessment information in other learning areas, aligned to its work on implementing The New Zealand Curriculum in 2010.  During the review, ERO observed high quality teaching in science, and the board and managers now need a clearer picture of school-wide needs, strengths and student achievement in this area.

Henley staff work as a collegial team and demonstrate a strong commitment to improving outcomes for students.  A culture of ongoing professional learning and development is highly evident, impacting positively on the quality of practice.  Sound organisational structures of reflection and review promote consistency and quality.  Support staff are integral to class-based and special needs programmes.

An integrated approach to teaching the curriculum is embedded.  During the review, learning was effectively facilitated through purposeful yet fun science lessons, and in well-planned literacy activities in the junior school.  Students are celebrated as experts, their questions are welcomed and achievements affirmed.  Parents are highly valued and visible around the school, providing support with programmes in many classrooms.