Statements from ERO report, About DNI, Dunedin, New Zealand

The school’s information shows consistently high numbers of students achieve at or above expected levels in reading, writing and mathematics, compared with national averages.
Students are actively engaged in the wide range of opportunities provided for them. There are high participation rates in cultural, sporting and extension activities. Students’ achievements and high quality work are well displayed in the school environment.
Students have many opportunities for choices in their learning.
Parents’ and students’ preferences help place students in these classes.
All students have module-based learning which includes technology, science, the arts and languages. Students are well engaged in these high-interest programmes.
The board, together with the principal and school leaders, continues to focus on improving student learning – engagement, progress and achievement.
The school’s focus is on students becoming ‘better than before’. School priorities are to increase students’ levels of achievement in literacy, numeracy and aspects of physical education and writing.
In reading and numeracy, school-wide data shows most students were achieving at or above national expectations by the end of the year. The pattern for Maori student achievement is similar.
The design of the curriculum enhances learning opportunities for students beyond their regular classes. The modules review includes evidence of high levels of student engagement due to small classes and the high-interest programmes. Technology is a very good example where students enjoy the carefully differentiated programmes that are tailored to cater for their needs, interests and abilities.
Students respond to the teachers’ enthusiasm, the high expectations for each of them to achieve to their potential, and the very good learning facilities.
The school’s curriculum has a strong integration focus. Students’ learning contexts are designed and planned to be meaningful and hands-on, giving scope for some exceptional outcomes. This is most evident in the inquiry approach to learning, modules, extension, literacy and technology programmes.
The Board receives much information about school programmes, student achievement and a wealth of perception data gathered from students, parents and teachers.
Teachers are reflecting on and evaluating their teaching.

Statements from the ERO report

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