Lakeview School is in Masterton and caters for students in years 1 to 8.  At the time of this May 2009 review there is a roll of 459 students, 54% of whom are Māori.  The school was established in 2004 and has had one ERO education review in May 2006.  Since then it has been involved in developing some initiatives to address the recommendations on assessment in the 2006 report.  As a result, and after consultation with the Board of Trustees, ERO agreed to evaluate the extent to which assessment information is being used to inform teaching and learning. 

Trustees have a good understanding of their roles and responsibilities and are clearly focused on sustaining teaching and learning, and improving achievement for all students.  They are very supportive of the principal and the direction that he is setting for the school.  The principal provides strong professional leadership and has a sound understanding of assessment processes and their links to high quality classroom practice.  He is ably supported by senior managers who have a shared understanding of the vision and direction for assessment that the school is exploring.  The challenge for the board, principal and senior managers is to develop a consistent approach to assessment across the school and clearly document these guidelines and expectations. 

ERO observed a number of teachers effectively using a wide range of strategies that promote good quality learning opportunities for students.  In classrooms where these strategies are well embedded, teachers demonstrate a sound understanding of how to best use assessment to implement relevant and interesting programmes of learning.  Teaching of reading and writing in years 1 and 2 provides students with an effective grounding in early literacy skills that assists them as they move through the school.  Individual achievement information is well used to identify those who are at risk of underachieving and specific, targeted intervention programmes are implemented.

Senior managers have collated and analysed achievement data in reading, writing and mathematics for students in years 3 to 8.  The results indicate that they are doing well when compared to their peers nationally.  Māori students’ achievement levels are generally lower than non-Māori students.  The school has yet to collate and analyse achievement data in other areas of the curriculum.

The school is continuing to review its behaviour management system to address ongoing issues.  The senior management team, including the deputy principal, who has a significant pastoral care role, has monitored and recorded incidences of negative behaviours and is tracking the extent to which these are reducing.  Students report that since the 2006 ERO review they feel safer at school.  The tone around the school is calm and students are generally polite and respectful to each other and to adults. 

The buildings and grounds are used to provide a variety of extra curricular activities such as the One Day Centre for gifted and talented students and a music room with a teacher for students who seek to play a variety of instruments.  Local environmental features such as the nearby lake are also used to support teaching and learning.