ERO Report - Freyberg High School
Freyberg’s 2016 ERO Report
View Report at

“The purpose of ERO’s reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive.”  The Education Review Office (ERO) conducts reviews of all New Zealand Schools every one to three years.

Quotes from the 2013 Freyberg ERO Report

  • ERO REport thumbHigh expectations, self-management and leadership are promoted and supported through a whānau-based structure.
  • The school philosophy ‘to be the best for each student’ is enhanced by productive partnerships with parents, whānau, community groups and agencies.
  • A school wide emphasis on the use of e-learning resources and strategies enriches learning across the curriculum.
  • Provision of extension classes and academies in a range of performing arts subjects enable many students to enhance their learning and extend their opportunities to excel.
  • Migrant and refugee students are supported through specialist staffing, programmes and resourcing.
  • Students value the inclusive culture, where diversity is embraced and celebrated.
  • Learners at all levels and abilities are well supported and their achievements recognised.
  • Student achievement information is increasingly shared and used effectively by the board and senior leaders to improve student engagement, progress and achievement, especially in the senior school.
  • Engagement data, including for attendance and retention, indicates improvement.
  •  National qualification results are improving. The school reports that students in Years 11, 12 and 13, who participate in National Certificates of Educational Achievement (NCEA), have continued to improve their overall rate of achievement since the May 2010 ERO report.
  • The number of students obtaining endorsements in NCEA certificates and in individual subjects has increased.
  • Teachers make effective use of data to plan transitions and programmes to suit the needs of individual students in learning support and special needs areas.
  • Individualised learning experiences enable students to have success, gain confidence and make appropriate progress.
  •  The school provides flexible courses and pathway options for students at a range of levels across a broad curriculum.
  • Programmes are tailored to meet needs, interests, career aspirations and extend strengths.
  •  Students welcome the opportunities to extend their learning and performance through academies in music, dance, drama, tikanga Māori and sports and in junior extension programmes.
  • Students value the opportunities to learn in designated digital classes at Years 9 and 10 and in many classes across the wider school. This assists with catering for different needs and interests and promotes independence and self-directed learning.
  • Students’ backgrounds and cultures are well represented in learning contexts.
  • Productive partnerships with parents, families, agencies and careers guidance staff and well considered workplace learning opportunities support appropriate learning and career pathways for students.
  • Innovative leadership impacts positively on teachers promoting success for Māori as Māori.
  • Regular staff PLD in te reo Māori, development of cultural competencies, a school haka and waiata, demonstrate the school’s commitment to strengthening cultural recognition of Māori learners.
  • Useful and productive strategies are evident for engaging with families, whānau and fono.
  • Feedback contributes to ongoing school improvement and communication initiatives.
  • The climate is positive and inclusive. Diversity is recognised, celebrated and reflected in the school culture.
  • Students contribute their ideas and time to school events and decisions through leadership roles, student council and whānau representation.
  • Students with high needs participate in a range of activities in and outside the classroom.
  • Positive relationships, individual rights and fairness are promoted with a focus on student self-management.