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

Stoke School is situated in Nelson and caters for students in Years 1 to 6.  At the time of this review in 2010 the school has a roll of 193 students.  Extensive consultation, initiated by the principal, with students, Māori whānau, board and staff has led to the development of the comprehensive school vision.  Students talk proudly and confidently about their school’s values and expectations. 

The board’s 2010 to 2012 strategic plan places a high priority on ongoing improvement in student achievement and focuses on teacher effectiveness and student engagement.  School-wide assessment results in literacy and numeracy indicate that most students are achieving at or just below national expectations.  The board makes well-informed decisions when setting school-wide achievement targets.

The principal, with the deputy principal, is effectively leading the continued development of a professional learning community and of school-wide consistency in assessment practice and the use of data to inform classroom planning and teaching. 

There is a focus on building relationships within the community.  Pastoral care is a strong emphasis.  Links have been established with many organisations that provide assistance and support for the students.  Relationships with local early childhood centres have been strengthened.

Teachers establish and articulate high expectations for learning and confidently use their knowledge to deliver programmes to support the school vision, beliefs and learning priorities.  Reporting to parents has been reviewed and whānau receive informative written reports that clearly indicate achievement against curriculum levels and show each student’s next learning steps. 

There are numerous opportunities for students, including those to develop skills in swimming, music and sport through tuition provided by professional and volunteer coaches.

The school has identified that there is a need to further develop its assessment processes and increase students’ involvement in their learning.  ERO agrees with these directions.  In addition, the board and senior managers acknowledge that teachers are in the early stages of aligning curriculum documentation with The New Zealand Curriculum.