Devonport Primary School

School Report 

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

About the School

Devonport Primary is located on Takarunga maunga overlooking the Waitematā harbour. The school was founded in 1870 and caters for students in Years 1 to 6. The school's goal is to nurture curious and compassionate learners, aligning with its motto of moving young minds to higher ground.

Part A: Parent Summary

How well placed is the school to promote educational success and wellbeing?

How well are learners succeeding?Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.What is the quality of teaching and learning?Learners benefit from excellent quality teaching practice that improves progress and achievement in reading, writing and mathematics.How well does the school curriculum respond to all learners needs?

Learners have rich opportunities to learn across the breadth and depth of the curriculum.

There is a consistent focus on supporting learners to gain skills in literacy and mathematics.

Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement?School planning and conditions to support ongoing improvement to the quality of education for learners are well established.How well does the school include all learners and promote their engagement and wellbeing?The school successfully promotes learners’ engagement, wellbeing and inclusion.How well does the school partner with parents, whānau and its community for the benefit of learners?

The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress.

The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

 Reading

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Attendance

The school is approaching the target of 80% regular attendance.

The school is developing a suitable plan to improve attendance.

Regular attendance is not yet improving towards or beyond the target.

Chronic absence is reducing over time.

Assessment

The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.

Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

The school has good quality planning to increase the rate of progress for all groups of students.

The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is meeting Government reading, writing and mathematics targets set for 2030. 

An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports

Part B: Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

• Effective school leadership establishes high quality school conditions, drives improvement, and fosters a culture of high relational trust.
• Students experience an inclusive and positive school culture that promotes high levels of wellbeing and a strong sense of belonging to the school.
• The school has developed strong and meaningful partnerships with the community.
• Teachers collaborate effectively to enhance their skills and ensure high-quality teaching and learning.
• The successful implementation of structured literacy across all year levels is supported by ongoing professional development for teachers.
• Leaders and teachers effectively use a wide range of information and feedback to inform decision making for school improvement.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• implement and embed a structured mathematics programme across the school
• continue to strengthen Te Ao Māori across the curriculum
• develop and implement an attendance management plan, as part of the strategic plan to improve regular attendance. 

The agreed actions for the next improvement cycle and timeframes are as follows.

Every six months:

• participate in and implement ongoing professional development in structured mathematics
• reflect on and evaluate progress against the current school review framework, particularly teachers’ use of te reo Māori as part of their teaching and learning
• monitor and regularly respond to daily attendance information

Annually:

• evaluate the implementation of the structured mathematics programme to inform ongoing improvements
• reflect on the naturalisation of te ao Māori across the curriculum against the school’s current review tool
• monitor and report on attendance to the board of trustees and the community and make adjustments to strategies as required.

Actions taken against these next steps are expected to result in:

• improved skill, confidence and achievement in mathematics for all learners
• learners understanding and connection with te ao Māori culture, language, and traditions is strengthened across the school
• improved regular attendance to meet the Ministry of Education target. 

Part C: Regulatory and Legislative Requirements

Provision for International Students 

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

During this review the Board has attested to some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Sharon Kelly
Director of Schools (Acting)

24 April 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home