Fairhall School

The curriculum moved from a strength (2015: "wide range of meaningful learning opportunities" with "strong emphasis on literacy, mathematics, science") to an area requiring development (2019: "Documented curriculum requires further review and development to better reflect current practices and ensure clearer focus on local context and bicultural nature of Aotearoa New Zealand"). While practices improved in achievement outcomes, the formal curriculum documentation was identified as needing revision.

2015-12 → 2019-09 diff source

Governance findings shifted from emphasis on 'very well governed' board practices with 'good levels of expertise' (2015) to focus on principal leadership and internal evaluation frameworks (2019). The 2019 report does not explicitly address board governance, instead highlighting the principal's 'well-considered, highly reflective and improvement-focused leadership' and an 'appropriate internal evaluation framework.'

2015-12 → 2019-09 diff source

Both reports recognize strong leadership, but the 2019 report emphasizes a more reflective and improvement-focused approach by the principal specifically, whereas the 2015 report praised leadership more broadly across the board, principal, and staff collectively. The 2019 report also notes 'strong collegial relationships' as a defining feature of the principal's leadership style.

2015-12 → 2019-09 diff source

Both reports affirm strong teaching quality, but with a shift in emphasis. The 2015 report highlighted "very good use of achievement information" and oral language as a key strength. By 2019, the focus had broadened to address specific achievement gaps (boys' writing disparity), accelerated progress for targeted students, and improved moderation practices, though a concern emerged that "Documented curriculum requires further review and development to better reflect current practices."

2015-12 → 2019-09 diff source

Both reports indicate positive achievement outcomes for Māori students, with the 2015 report noting the school actively consults with the Māori community, and the 2019 report providing more specific evidence that 'most students, including Māori, achieve at or above the school's curriculum expectations in writing and mathematics.' The 2019 report additionally documents new cultural initiatives including kapa haka and te reo Māori professional development for staff, representing a more comprehensive and documented approach to supporting Māori student success.

2015-12 → 2019-09 diff source