As reported in the school newsletter of 6 May 2009:

Greenhithe School is a Year 1 to 6 contributing primary school that is within an area of significant urban development. It has successfully increased close community connections that are enhanced by the geography of the area. The school is experiencing roll growth that impacts on plans for further property development to cater for the high quality of children’s education desired by the board and staff. This anticipated growth is reflected in the school’s vision as trustees and managers strive to offer a forward-looking environment and educational focus while maintaining the best qualities of the past.
Since the 2006 ERO report there have been significant changes in senior leadership. The new principal has gathered a forward-looking team who work in an open and consultative manner. Their clearly defined and complimentary management roles enable managers to build on a legacy of high expectations for student achievement. Mutual trust between staff and managers ensures that they can focus on professional growth benefiting children’s education. Governance and management systems have been strengthened resulting in shared understanding and focus on the school’s strategic direction.
Children are confident, articulate and proud of their learning. Most children achieve at or above national norms in reading and numeracy. They appreciate the many opportunities available to them for sporting and cultural success. They recognize and value the level of community support from parents, volunteers and the Parent Teacher Association. The positive school tone and settled environment supports children and teachers’ potential to work in a collaborative manner.
There is a growing learning culture in the school. Teachers work collegially to continue to develop and understand new methods of assessment that will inform their planning. The high morale of teachers creates an environment where they are willing to develop and extend teaching skills. This is supported at all levels of management and through schoolwide professional development. There is now a need to further develop structures for increasing reflective practice and self review in teaching and learning.
The board of trustees set targets clearly aligned with development priorities. Members of the board network with active parent support groups and individuals to remain well informed. The school has won acclaim for its schoolwide environmental work which involves children, teachers and parents working together in a sustainable way. Trustees and staff now need to focus on the school’s Maori students in order to develop a greater understanding of their needs.
ERO and the board agreed that the focus area for this review would be the quality of teaching and learning in numeracy. The review also investigated areas of national interest: Maori student progress and achievement, Early Literacy (Years 1 and 2) and the school’s preparedness for implementing the New Zealand Curriculum 2010. The board’s provision of an emotionally and physically safe learning environment is evaluated in all ERO reviews.
ERO, the board and senior managers agree that to continue to move the school forward, teachers and managers should further develop systems to measure and evaluate the impact of programmes and initiatives.