Avalon Intermediate School 18/11/2010


To the Parents and Community of Avalon Intermediate School


These are the findings of the Education Review Office’s latest report on Avalon Intermediate School.

Students at Avalon Intermediate School learn in an environment focused on improvement. Respectful, friendly relationships with teachers and, generally, among students, contribute to a settled working atmosphere. Overall, students know the purpose of learning and criteria for success. They set and monitor personal goals and can identify progress.


Students are proud of their school. They enjoy a strong voice in school improvement. The young leaders’ group regularly consult their peers and represent their views to staff, contributing to fresh initiatives. Māori and Pacific students are recognised in school-wide opportunities for leadership. In many areas of the curriculum, students have opportunities to choose within broad themes aligned to their knowledge, strengths, skills and interests. Cultural capacity and competence are nurtured through an effective kapa haka and Pasifika programme.


A variety of effective teaching strategies engage and motivate students. Closely analysed achievement information forms the basis of detailed planning to meet individual students’ identified needs in literacy and numeracy. Teachers build on prior knowledge, provide relevant and high interest resources, use peer and group learning opportunities and model expected outcomes. Relevant activities allow most students to work independently for extended periods of time.



Reflective practice is a feature of the school. Individual student progress is carefully tracked and monitored. Self-review information shows that, while most students arrive at school well below expectations for age, they make good progress over time. Targeted interventions continue to improve outcomes for students.

The cohesive school leadership team implements effective systems for ongoing planning, monitoring and review, based on clear guidelines and expectations to raise achievement. Teachers purposefully collaborate to improve their practice and outcomes for students, in school and within their local cluster. Research informs teacher development.


Parents are well-informed about their child’s achievement and progress. New reports and extended times for parent-student-teacher meetings helps parents understand achievement information and contribute to goal setting and next steps.

Cultural learning is valued. The focus on ‘celebrating successful communities’ allows parents to take ownership of a range of activities. The Pasifika Support Group successfully contributes to two-way sharing of information between home and school.


Trustees receive detailed information about student achievement and progress to inform their resourcing and decision making. Board of trustees members work proactively with families to strengthen partnerships for learning. Trustees have a priority to continue to develop community links.



Future Action

ERO is likely to carry out the next review in three years.

Review Coverage

This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:

  • what is known about student achievement information, including the achievement of Māori and Pacific students;
  • decisions made to improve student achievement using assessment and self-review information; and
  • teaching strategies and programmes implemented to give effect to the school’s curriculum.

ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.

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

Joyce Gebbie

Acting National Manager Review Services

Central Region

General Information about Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in schools; and
  • provide information to parents, communities and the government.

Reviews are intended to focus on student achievement and build on each school’s self review.

Review Focus

ERO’s framework for reviewing and reporting integrates the following:

  • school curriculum;
  • national evaluation topics –contribute to the development of education policies and their effective implementation; and
  • the Board Assurance Statement, including student and staff health and safety.

ERO’s review is responsive to the school’s context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.

ERO also builds on the school’s own self-review information. ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information to improve student learning.

This helps ERO to answer the major evaluation question for reviews:

How effectively does this school’s curriculum promote student learning - engagement, progress and achievement?

Areas for Development and Review

ERO reports include areas for development and review to support on-going improvement by identifying priorities. Often the school will have identified these matters through its own self review and already plans further development in those areas.