Figure 1.--.
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Figure 1.--. |
The Educational Review Office (ERO) prepared the following assessment of a state girls' secondary school in Ashburton on South Island.
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1 BACKGROUND
2 SUMMARY
3 QUALITY OF EDUCATION
4 PERFORMANCE OF THE BOARD OF TRUSTEES
5 conclusion
CONFIRMED ACCOUNTABILITY REVIEW REPORT:
Gisborne Girls High School
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1 BACKGROUND
1.1 Scope
An accountability review evaluates the quality of education received by students and the performance of the Board of Trustees in
providing education services.
It should be noted however, that as yet in New Zealand there is no national assessment system through which improvements in student
learning can be evaluated in comparative or individual school or student terms.
This accountability review report was prepared in accordance with standard procedures approved by the Chief Review Officer.
1.2 School Information
Location
Gisborne
Type
Secondary
Special features
Turanganui-a-Kiwa Activity Centre
Associated Gisborne Girls High
School-Gisborne Boys High School Hostel
Teaching staff
- Roll generated entitlement
- Other
- Number of teachers
57.66
.63
67
Teacher salary funding
Central Payroll
Number of foreign (fee-paying) students
20
Roll number
948
Ethnic composition
Päkeha 19% Mäori
40%
Mäori/Pakeha 38% Other 3%
Gender composition
100% Female
Previous Office reports
Review, August 1991
Assurance Audit, April 1995
Effectiveness Review, June 1996
On site investigation
14 - 23 June, 1999
Date of this report
6 August 1999
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2 SUMMARY
Gisborne Girls High School provides high quality educational opportunities for students. Board, management and staff have high
expectations for student success and put in place numerous strategies to support and encourage students to achieve their potential.
Within a culturally diverse school population, students are encouraged to participate in a wide variety of academic, sporting and
cultural programmes that prepare them well for future lifestyle and career choices. An emphasis on unit standards, alternative courses,
and those leading to traditional qualifications enables girls to achieve acknowledgment and success in their selected fields. An
extensive modular curriculum at the junior level gives students a taste of subject options they may pursue at the senior school level.
Challenging learning programmes motivate students and cater well for their diverse needs. Teachers facilitate student learning through
high quality curriculum delivery using a range of suitable teaching strategies. Students are encouraged to become independent learners
and teachers provide regular feedback on the quality of student performance.
Effective pastoral care networks support students’ emotional well being. Advice and guidance are readily available from a number of
key staff who, students acknowledge, are approachable and caring. Learning support systems are well coordinated and integrated into
the school curriculum. Extensive individual assistance is available to those individual students with learning needs.
The needs of particular groups of students are also identified and addressed. Mäori students are a significant population within the
school and their needs and unique contribution are appropriately recognised within an inclusive school culture. Their progress and
achievement are under continual review. The success of various strategies put in place over time is reflected in the improved retention
rates and qualifications attained by Mäori girls in the senior school.
The board fully meets its contractual obligations under the National Administration Guidelines. Self-review processes in all areas of
school operations are outstanding and provide a focused approach to planning, implementation, monitoring and evaluation of school
activities. Strategic and management plans are clearly linked to charter goals and the improvement of educational opportunities for
students.
The principal is an effective professional leader, empowering staff to take initiatives and be innovative within an agreed cohesive
organisational framework. A capable senior management team works cooperatively to provide advice and support to all staff as well
as maintaining a positive and high profile with students.
Gisborne Girls High School will continue to be part of the Education Review Office’s regular review cycle. The high quality of
governance and management systems and the capability of key personnel should ensure that any risk to the school’s operation can be
well managed.
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3 QUALITY OF EDUCATION
Students at Gisborne Girls High School continue to receive a high quality education. They respond positively to the high expectations
that board and staff have for their success. Teachers are committed and enthusiastic professionals who share a common goal to
promote individual excellence for all students.
Students receive a balanced curriculum. They are encouraged and motivated by the challenging learning programmes which cater well
for the diverse needs of individual students and groups. The core areas of English, science, mathematics, social sciences and
technology are implemented to a high standard. The arts, and physical education and health, continue to provide dynamic learning
programmes for students. Flexibility within the timetable allows students to take advantage of the unusually extensive choice of
modules and courses available. Students receive sound advice and guidance in the selection of the most appropriate course for study
and qualifications.
The mutual respect and positive rapport evident between staff and students enhances the classroom atmosphere. Teachers facilitate
student learning through a range of suitable strategies and encourage students to become independent learners. Regular feedback is
provided and student achievement and endeavours are valued. Most students demonstrate high levels of on-task behaviour and a
commitment to self improvement. Students and teachers can be justifiably proud of the high standard of work evident in books and on
display.
Students experience an education which values the development of the whole person. There is an appropriate emphasis on the
essential skills, attitudes and values of the New Zealand Curriculum Framework. Girls are encouraged to broaden their horizons, to be
confident lifelong learners, and develop the social skills to be able to make informed choices and contribute positively to a culturally
diverse society.
High quality curriculum delivery enhances student learning. Teachers are aware of and capitalise on the prior knowledge, interests and
aptitudes of the students. Creative innovative approaches capture students’ imagination and engage them in purposeful learning. For
example, the ‘Crafty maths’ module cleverly draws together aspects of the technology and mathematics curriculum in a context
meaningful to students. The justifiably popular drama modules facilitate the development of student confidence and self esteem through
imaginative interactive role play.
A further example of innovative programming and forward thinking by teachers is the “Jump Start” programme which makes effective
links between health, nutrition and physical education. This programme has been recognised nationally by the Ministry of Education as
leading the way in planning referenced to the new Physical Education and Health Curriculum. Students benefit considerably by the
creativity and enthusiasm of teachers to explore new curriculum possibilities.
Mäori students are a significant population within the school and their needs are sensitively recognised in a number of ways. A
collaborative approach to the inclusion of the Mäori dimension in most learning areas is a positive feature of the school. A Mäori
dimension is strong in most learning areas. The head of the Mäori language department works collegially with staff to maintain a high
profile of te ao Mäori in curriculum and resource development. This assists teachers to recognise and provide a bicultural perspective
in programmes and contributes to the quality of learning opportunities for all students.
Co-operative, activity and inquiry-based learning are some of the effective strategies employed by teachers across all curriculum
areas. Good use is made of a wide variety of up-to-date commercial and teacher-generated resources. The local environment is well
utilised as a key resource.
Curriculum organisation and management is outstanding. Departmental management goals are clearly linked to the strategic direction
of the school and provide sound guidance for curriculum implementation. Departments are sufficiently autonomous to determine the
most effective ways to deliver their programmes. Heads of departments are capable in their leadership roles and provide effective
support and guidance to their colleagues. Departmental teams are cohesive and work for the common good of students. There is a
strong team ethos which allows individual teacher strengths to be maximised. Open communication and a common purpose facilitates
the sharing of good practice across departments.
Quality assurance is a strength within the school. Internal and external reviews of departmental programmes ensure high quality
performance and a focus on continuing improvement. An integral part of the self-review process is the importance placed on the views
of students. Student evaluations are used regularly in many departments at the conclusion of modules to inform programme review and
refinement.
The quality of assessment practices is very good. Since the last review, refining assessment practices has been a school-wide focus
and this has resulted in assessment strategies being more fully integrated into the learning cycle. These strategies are used appropriately
to identify individual learning needs and achievement, monitor student progress against specific learning outcomes derived from national
achievement objectives, and moderate achievement levels between classes.
An innovative practice in the English department is the use of the Unit Standard style of assessment in junior classes. This focuses both
students and staff on the intended outcome for learning and provides an incentive to succeed. Many departments share the assessment
criteria with their students and this also clarifies expectations for students. This good practice could be extended throughout the
school. This has the added advantage that parents may then have direct access to the criteria which have been used to generate the
reporting grade. The assessment policy should now be reviewed to align with current practice and to clarify expectations for junior
assessment.
Senior management is investigating ways to determine the value added dimension of learning programmes in Year 9 and 11 which
would assist in determining trends in student achievement.
Formal and informal opportunities for reporting achievements to the school community are frequent and comprehensive. Parents and
caregivers are kept well informed about their daughters’ progress.
Gisborne Girls High School enjoys a well-deserved reputation as a school with a proud tradition of success in the performing arts and
sports. Student participation levels are high. Students experience outstanding success at local, regional and national levels in a diverse
range of cultural and sporting pursuits. Enthusiastic staff undertake coaching and managerial roles in support of cultural groups, and
traditional and non traditional sporting codes. Through such opportunities students learn the importance of disciplined training and
practice, competition and team work. Skills developed in these areas assist students make informed recreation and lifestyle choices as
well as broadening their horizons through opportunities to travel away while representing the school.
3.1 Readiness to Deliver Social Studies in the New Zealand Curriculum
The social science department is well prepared to deliver Social Studies in the New Zealand Curriculum in 2000. The head of
department has prepared a very good implementation plan to guide the balanced delivery of social studies at the Year 9 and Year 10
level. Effective unit planning frameworks are already being used by most staff. These enable clear identification of learning outcomes
derived from national achievement objectives, and matching learning activities and assessment tasks. There is an appropriate emphasis
on the three process skills: inquiry, social decision making and values exploration. A positive initiative is the development of sample
units. These have considerable benefit as they provide a basic programme which teachers can supplement with additional activities
suited to the specific needs of students. The modular approach to the teaching of social studies impacts positively on students as they
benefit from instruction by a number of teachers with strengths in the different aspects of this curriculum area.
3.2 Oral Language
Students experience oral language opportunities through the delivery of a well balanced English scheme of work, which guides teacher
planning and implementation. A range of opportunities provide suitable experiences for students in listening and speaking to a variety of
audiences, and assists students to develop confidence in oral language. Specialised programmes like that of Communications English,
part of the transition package, also put emphasis on the development of oral language skills. Mäori students take part in both English
and Mäori language speech contests. School leaders provide role models through their leadership of assemblies and other public
occasions. The emphasis on the development of skills in oral language is an important element in the school’s commitment to preparing
students for life beyond school as assured and capable young women.
3.3 Senior Students
Senior students at Gisborne Girls High School receive very good educational opportunities. A wide range of traditional and
non-traditional courses ensure senior students have access to an expanded range of courses in order to prepare for further education,
training and employment. A high quality senior school curriculum, very supportive staff, and a wide variety of sporting and cultural
activities are resulting in improved retention rates in the senior school. An analysis of the Ministry of Education benchmark indicators
shows that increasing numbers of Mäori students stay at school and take relevant Year 13 courses, and leave with appropriate entry
qualifications for tertiary training.
Students are given every opportunity to clarify their thinking about their own capabilities and goals. They are encouraged through
appropriate careers and life skills programmes to make decisions which have a long-term impact on their future options and
opportunities. Students are assisted by many staff members to make choices between future career and employment options, and to
plan for further education and training. As part of their transition to adult life, students are encouraged to accept responsibility, make
appropriate personal decisions, and develop leadership and management skills.
Management and staff initiatives to improve academic performance are working well. The school's analysis of the school certificate
and university bursary results show that student performance in these examinations has improved over the last three years. These
examination results, when compared with the performance of the students in Tests of Scholastic Aptitude (TOSCA) on entry to
school, confirm that the school is achieving its aim of “adding value” to student learning. In 1998, approximately 80% of Year 13
students scored grade C or better in school certificate and university bursary examinations. The TOSCA results indicate that the
school could have expected about 65% of students to perform this well. The mentoring scheme is also contributing to more focused
student performance in examinations.
Management and staff recognise that not all students are highly academic, and provide transition programmes that include a
comprehensive range of alternative life skills and pre-vocational training courses. Secondary Tertiary Alignment Resource (STAR)
funding of $90,655.00 is used well to provide an extensive variety of in-school courses, and courses run by providers outside the
school, such as hairdressing, and tourism. STAR courses are carefully monitored, and provide courses for students who would not
otherwise continue their schooling.
In addition, the school offers comprehensive Vocational Pathways multi-level courses, which cater well for individual student needs by
having a particular focus on providing job search packages. All courses have a work exploration component which is appropriately
organised. Students through STAR and Pathways courses have access to New Zealand Qualification Authority (NZQA) approved
unit standards
Unit Standards are offered throughout the senior school, and are the norm for most Year 12 courses. The use of these qualifications
works well with the management of the timetable, maintaining flexibility of choice within the senior school, achievable short term goals
and meaningful qualifications for students.
3.4 Special Education 2000
A significant development since the last review is the rapid roll growth in special needs’ students enrolling at the school. This has
necessitated considered decision making and vision to plan ahead for the needs of these students. Allocation of a temporary building
to house the learning centre and the planned site development should improve facilities to help meet the special needs of these students.
The learning centre plays an important role in assisting students with learning and behavioural needs to experience success. Policies
and procedures are well documented and available to all staff, with levels of intervention clearly stated. The learning centre is a facility
that helps students overcome moderate behaviour and learning difficulties thus enabling them to return to mainstream classes.
Consistent, school-wide systems identify and meet the individual needs of students.
The learning centre is also used as a base for the teachers and teacher aides of Ongoing Resourcing Scheme (ORS) funded students;
and for the ORS funded students and their families. The ORS teaching component is used well to manage the educational programmes
of these students. A Special Educational Needs Coordinator (SENCO) has been appointed to ensure students with severe learning
difficulties are integrated successfully into mainstream programmes. These students gain important social, emotional and life skills in
their contact with other students. Efforts are made to help them achieve to their full potential. The learning needs of students are well
provided for in closely monitored individual programmes.
3.5 Mäori Education
Mäori students experience success in a wide range of pursuits. The profile of Mäori students is high in all aspects of school life.
Participation and success in cultural activities are nurtured. High levels of success in manukorero and kapahaka continue to be
possible through the efforts of dedicated staff and tutors. Management encourages students to pursue these experiences, and also
celebrates their achievements. Students gain pride in their efforts and accomplishments.
Board and staff demonstrate a commitment to improving the achievement of Mäori students. Achievement data in external
examinations compare favourably with the 1997 national benchmarks. These indicators from the MOE, derived from external exam
results, provide evidence of above average performance by Mäori students. A significantly higher percentage of Mäori students leaves
Gisborne Girls High School with Year 13 qualifications when compared with schools of a similar type or decile ranking. Additionally,
a significantly smaller proportion of Mäori students leaves school with no qualifications. The educational progress and achievements of
Mäori students are well monitored.
Although the school’s results for Mäori students in 1997 compare favourably with the national average, the board and staff continue to
look for ways to improve achievement levels for all Mäori students. With this in mind, the school-based Mäori Education project
evolved. Timelines have been adhered to through close monitoring and careful coordination of this project. The open manner in which
this project has been conducted and the high recognition of its importance have already benefited the students who demonstrate
increased motivation and self awareness. Once the outcomes are analysed, the board should have a clearer indication of factors which
positively influence the achievement of Mäori students.
Effective assistance is provided from a variety of sources to ensure the identified social and emotional needs of Mäori students are well
met. They include:
· the tu tangata centre, where junior students who have missed classwork, or need assistance with homework, are supported by a
dedicated team of community members;
· te atakura teacher in the guidance network who is responsible for liaising between the school and the local Mäori community. She
was appointed to this position for her skills in dealing with the tikanga and customs side of counselling Mäori;
· the atakura teacher who also works as the kaiawhina (helper); kaitautoko (supporter); kaihapai (prop) for Mäori students and
their whanau;
· a management unit for the provision of pastoral care for Mäori;
· the tuakana-teina support programme which operates in the Manu-Tangi-Ata and enables junior students to build strong
relationships with seniors.
These strategies contribute to creating an environment with a strong sense of community in which the needs of Mäori are identified and
addressed and students feel safe.
Te reo Mäori is offered at all levels with study at the Year 13 level provided through Waikato University. Feedback from students is
sought, and indicates high levels of satisfaction with the work of the Mäori department. This information contributes to evaluation to
further develop programme effectiveness.
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4 PERFORMANCE OF THE BOARD OF TRUSTEES
The positive aspects of governance and management recognised in the last review have been sustained and further enhanced. The
school’s organisational framework is cohesive and clearly illustrates board and management understanding of the roles and
responsibilities.
A dynamic charter, underpinned by a shared vision, provides school direction and purpose. Trustees and management value the high
levels of community support for the school and in turn keep the community well informed of all school activities. All programmes,
policies and procedures are clearly derived from the charter. Excellent quality assurance processes and a school-wide commitment to
effective change clearly foster and support student learning and growth.
High quality strategic planning assists the board to meet the aims of its charter. Strategic planning includes long term goals which reflect
appropriate priorities for the school. In response to these goals, detailed management plans and objectives for all areas of the school’s
operations have been developed. Objectives are realistic and include indicators for success. Ongoing monitoring determines how well
objectives are being met and resources are used. Regular reports to management and the board enable trustees to review the
implementation of charter goals and to guide future decision making.
The principal plays a key role in the success of the school. She provides the board with comprehensive information about the
achievements of students and departments, thus promoting sound educational debate and focused board discussion. As a strong
professional leader she encourages and facilitates staff development and initiatives.
Members of the effective senior management team have complementary skills which are recognised in their clearly defined roles. They
work collaboratively to refine current practice. The team maintains a high profile and are well informed of what is happening in the
school, in curriculum and in the classroom. Both staff and students find senior staff approachable and supportive. Teachers are
empowered to take responsibilities and to trial new ideas and innovations. Such a culture constantly challenges teachers to improve
educational outcomes and opportunities for students.
A sound policy and procedural framework for finance, asset and property management guides practice and supports the smooth
implementation of all school initiatives. The board uses its funding wisely to reflect school priorities. Trustees take all reasonable steps
to provide a safe physical environment through ongoing cyclic maintenance and the conscientious approach to hazard identification and
treatment. The innovative development of a purpose-built multi-functional technology centre is an indicator of the trustee and
management’s forward thinking about the kind of facilities needed to meet the curriculum demands of the 21st century. When
completed, students will have access to a high quality work environment which is functional and aesthetically interesting.
The board is a good employer and meets all its legislative requirements. The board intends to include ancillary staff in the performance
management system. This would be good practice as it allows the formal recognition of good performance for all staff and clarifies
expectations regarding specific tasks. In order to facilitate this process, the board should formalise job descriptions and document
individual employment contracts.
4.1 Provision of a Safe Emotional Environment
Strong and effective pastoral care networks promote a safe emotional environment that is supportive of student learning.
The induction process is thorough and assists girls make a smooth transition into this secondary school. Interviews with parents and
Year 8 teachers are held prior to students entering Gisborne Girls High School. Valuable information is shared at these meetings so
that girls make suitable choices about options and are placed in appropriate classes. A student handbook and Year 9 subject
handbook are available which detail course and module information, and clearly document expectations for student conduct and
behaviour.
Students are eased into the routines and structures of secondary education through placement within a vertical form class, where they
are able to build up relationships with more senior students. Orientation activities are held at which key staff introduce themselves and
welcome girls into the supportive atmosphere of the school. The school climate is one in which students are treated as individuals
expected to achieve, and given appropriate encouragement and support in order to succeed.
The deans’ network, guidance and learning support personnel, and senior management are keen advocates for students and carry out
their roles diligently. Ongoing dialogue between key staff in the student support area, and effective liaisons with teaching staff and
relevant outside agencies, ensure that student needs are dealt with appropriately, fairly and promptly. A recent and successful initiative
has been the use of trainee social workers, working under the close supervision of school’s staff. These trainees are empathetic
listeners with whom students may talk through difficulties they are experiencing. Students acknowledge that staff are approachable and
provide good support in dealing with the diversity of issues that impact on their learning.
Cultural diversity is celebrated and valued. A significant number of overseas students attend the school. This reflects the importance
trustees and staff place on all students having opportunities to experience different cultural traditions and histories. Students
demonstrate pride in their own identity and are encouraged to share aspects of their cultural heritage with other students. The
reciprocal learning opportunities available through interaction with girls from diverse ethnic backgrounds assists students to value
cultural diversity.
The acknowledgment of student endeavour as well as academic achievement is a positive feature of the emotional climate. There is an
appropriate priority placed on the development of positive self esteem amongst students. Principal awards, and items in the school
newsletters, and at assemblies and formal prizegivings, highlight the range of student successes and encourage students to participate
fully in school activities. Students’ opinions are valued and acted upon. The student representative on the board reports to students
and seeks feedback from them regarding issues of importance, and then brings these to the board’s attention.
Policy and procedural frameworks promote consistency of practice amongst teachers with regard to behaviour management and
discipline of students. Refinements are continually being made so that students’ rights to learn and their freedom from disruption by
other students is protected. Systems for monitoring behaviour, attendance and truancy are thorough. The suspension processes are
well managed in line with requirements.
4.2 Performance Management
Very comprehensive mechanisms are in place to appraise the principal, management and teaching staff. The whole performance
management system is an important and integral part of the management of the school. This is achieved formally through the
management consultation and appraisal cycle, which includes departmental quality assurance audits, and informally, through visits and
discussions with the heads of departments. Senior and middle management goals are closely linked to the annual strategic plan and
departmental goals reflect both the school-wide goals and those specific to each department.
At the individual level, teachers’ personal developmental and performance goals are identified and carefully matched to appropriate
professional development. The programme of support and guidance for provisionally registered teachers is particularly thorough and
responsive to their specific needs. The board allocates generous resources to support the appraisal system and the training of
teachers. Students clearly benefit from teachers whose professional development needs are met, who keep current with trends in
education, and who model a commitment to life-long learning.
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5 conclusion
Students at Gisborne Girls High School receive a high quality education. Trustees, management and staff work collegially to maximise
the school’s resources in the interests of students. Ongoing and rigorous self review, underpinned by effective leadership, is an integral
feature of the cohesive educational and management framework which guides school operations. Staff are empowered to be
innovative and given professional autonomy within clearly documented guidelines that reflect charter goals and the mutually agreed
strategic direction of the school. Students benefit from this culture of self improvement as learning programmes are continually
evaluated and modified in light of self-review findings. The board has the knowledge and skill to manage any future risk to school
operations.
[signed]
Diana Anderson
Area Manager
for Chief Review Officer
6 August 1999
6 August 1999
TO THE COMMUNITY OF GISBORNE GIRLS HIGH SCHOOL
This is a summary of the Education Review Office’s latest report on Gisborne Girls High School.
Gisborne Girls High School provides high quality educational opportunities for students. Board, management and staff have high
expectations for student success and put in place numerous strategies to support and encourage students to achieve their potential.
Within a culturally diverse school population, students are encouraged to participate in a wide variety of academic, sporting and
cultural programmes that prepare them well for future lifestyle and career choices. An emphasis on unit standards, alternative courses,
and those leading to traditional qualifications enables girls to achieve acknowledgment and success in their selected fields. An
extensive modular curriculum at the junior level gives students a taste of subject options they may pursue at the senior school level.
Challenging learning programmes motivate students and cater well for their diverse needs. Teachers facilitate student learning through
high quality curriculum delivery using a range of suitable teaching strategies. Students are encouraged to become independent learners
and teachers provide regular feedback on the quality of student performance.
Effective pastoral care networks support students’ emotional well being. Advice and guidance are readily available from a number of
key staff who, students acknowledge, are approachable and caring. Learning support systems are well coordinated and integrated into
the school curriculum. Extensive individual assistance is available to those individual students with learning needs.
The needs of particular groups of students are also identified and addressed. Mäori students are a significant population within the
school and their needs and unique contribution are appropriately recognised within an inclusive school culture. Their progress and
achievement are under continual review. The success of various strategies put in place over time is reflected in the improved retention
rates and qualifications attained by Mäori girls in the senior school.
The board fully meets its contractual obligations under the National Administration Guidelines. Self-review processes in all areas of
school operations are outstanding and provide a focused approach to planning, implementation, monitoring and evaluation of school
activities. Strategic and management plans are clearly linked to charter goals and the improvement of educational opportunities for
students.
The principal is an effective professional leader, empowering staff to take initiatives and be innovative within an agreed cohesive
organisational framework. A capable senior management team works cooperatively to provide advice and support to all staff as well
as maintaining a positive and high profile with students.
Gisborne Girls High School will continue to be part of the Education Review Office’s regular review cycle. The high quality of
governance and management systems and the capability of key personnel should ensure that any risk to the school’s operation can be
well managed.
When ERO has reviewed a school we ask the board of trustees to let us know how they intend to manage any difficulties
set out in their report (copies of which are available from the school or ERO). We also encourage boards to inform their
community of any follow up action plan. You should talk to the board or principal if you have any questions about this
summary, the full report or their future intentions.
[signed]
Diana Anderson
Area Manager
for Chief Review Officer
CONFIRMED
ACCOUNTABILITY REVIEW
REPORT
GISBORNE GIRLS HIGH SCHOOL
August 1999
Disclaimer
Individual ERO school and early childhood centre reports are public information and may be copied or sent
electronically. However, the Education Review Office can only guarantee the authenticity of original documents
which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in
Wellington. Please consult your telephone book, or see the ERO web page, Hts//www.ero.govt.nz, for ERO office
addresses.
COMMUNITY PAGE..................................................................................... Attached
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