EDUCATION REVIEW OFFICE (ERO)
King’s School was reviewed by the Education Review Office in 2015 and 2020. Reports are attached below.
2015 REPORT:
A full report may be downloaded here: ERO Report
2020 REPORT:
2020 ERO report may be downloaded here: 2020 ERO Report
EARLY LEARNING CENTRE
The King's School Early Learning Centre was reviewed in 2023. The Summary of Findings was as follows:
"Children at this service play collaboratively and engage in sustained conversations with teachers and peers. They have a strong sense of belonging and identity as a “King’s boy.” As a result, they confidently make choices, take responsibility for themselves, and show concern for others.
The boys learn in a well-resourced and inviting environment that meets their learning styles and preferences. They are treated with dignity and respect by teachers. Problem solving, literacy, mathematics and science opportunities are woven into meaningful experiences through teachers’ skilful strategies. Teachers nurture children’s creativity, imagination, and curiosity.
The boys are supported to be successful learners within a responsive curriculum that is intentional and consistent with Te Whāriki, the early childhood curriculum. Teachers actively support children’s readiness for King’s School and regularly use the school’s facilities for curriculum activities. They respond meaningfully to boys’ interests and ways of learning. Boys’ social competence is affirmed through teachers’ interactions and skilful positive guidance.
Teachers are committed to Te Tiriti o Waitangi and acknowledge the unique place of Māori as tangata whenua. They are building their own, and boys’, familiarity with te reo Māori and tikanga Māori.
Teachers and leaders promote positive adult, child and whānau relationships. They recognise the importance of child, parent and whānau voice and use this information to plan priorities for individual and group learning. Leaders provide professional learning opportunities and use the strengths and skills each teacher contributes to the team. Teachers recognise that internal evaluation is an area for improvement.
Governance and management systems operate with a high level of collaboration and relational trust. Leaders and teachers enact a shared philosophy and implement policies and practices that promote positive outcomes for children. Developing a documented appraisal process and implementing a professional growth cycle for teachers is a priority to enrich teachers’ capabilities and evaluative practice."
A full report of the Early Learning Centre ERO Report may be downloaded here
