About Us

 

From 2019 ERO Report ...

 

The school is progressively achieving equitable and excellent outcomes for most of its students. Over the last three years, most students achieved at or above the school’s expected levels in Reading, Writing and Mathematics. Māori learner achievement is similar or better than other groups in the school. Almost all students report feeling safe in both the classroom and playground.

Students experience a very positive and caring school culture. They learn in settled classrooms and show high levels of engagement in their learning. Older students relate well with and actively support younger children in their learning. A key strength in the school is its holistic, broad and well-integrated curriculum. Students experience authentic, practical and engaging learning in each curriculum area. This includes good use of local people and places to enrich learning.

Meaningful assessment across the curriculum informs planning, teaching and programmes. As a result, students show high levels of interest and engagement. Teachers know their students very well as individuals and as learners. They carefully identify, track and monitor their progress, especially for those at risk of underachieving. They value students’ ideas and views, respond to their interests and adapt their teaching to meet their needs. Students with additional needs are well supported.

Leaders have intentionally built strong relational trust amongst trustees and staff and with parents and families. They value and use teachers’ strengths to enrich students’ learning. Through careful resourcing, leaders ensure that all students have equitable access to the full curriculum and experience personal success. Trustees bring relevant skills and experience to their role and prioritise children in their resourcing decisions. They make well-informed resourcing decisions, such as funding the successful initiative to raise achievement in reading.

Key strengths of the school:

For sustained improvement and future learner success, the school can draw on existing strengths in:

• a caring and positive school culture that promotes learning
• a broad and responsive curriculum that excites and engages students in their learning
• the shared commitment (trustees, leaders and teachers) to ensuring equitable opportunities for all learners to succeed
• experienced trustees, who prioritise students’ learning in their resourcing decisions.

 

Big Rock Primary School provides broad and interesting learning experiences for its children.

The curriculum is very responsive to children's interests and needs. Good use is made of the local environment and teachers increasingly integrate a Māori dimension. Specific programmes have been put in place to engage and extend Years 7 and 8 learners. There is a strong focus on science, physical activity and food technology.

Adults in the school are determined that all children have equitable opportunities to learn and join in the wide range of experiences. There is strong pastoral support. Teachers know the children well as learners and as individuals.

Children learn in settled and well-organised classrooms. They appreciate having 'lots of different learning opportunities', 'hands on learning' and that their ideas are valued. Children support each other in the playground and in the classroom.

Teachers show a strong commitment to ongoing learning. They work well as a team, frequently sharing ideas and resources. Practices to support teachers professionally have improved. The appraisal system meets new requirements and has a greater focus on ongoing learning. Structures are in place to encourage teachers to reflect on and adapt how they and school programmes support children's learning.

The principal has ensured ongoing and appropriate review of each curriculum area.

Trustees have relevant skills for their governance work. They see children's progress and achievement as their first priority, especially for those children who need extra support to succeed. Through the year, they receive from the principal useful reports about learning programmes and other important areas