Pt England 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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School

Pt England School provides education for learners in Years 1 to 8. Of the 476 learners currently enrolled, approximately 70% identify as Pacific and 30% identify as Māori.

The school motto of ‘strive to succeed – kia manawanui’ supports the expectation that all learners are included, have equity and experience success. The school has an ongoing leadership role in the Manaiakalani Kāhui Ako.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The small majority of learners attend school regularly.
• The school is behind the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is improving towards or beyond the target.
• Chronic absence is reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

• 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

This section is about how well the school supports all learners to make sufficient progress.

• The school has good quality planning to increase the rate of progress for all groups of students.
• The school has to some extent improved achievement and progress for those learners most at risk of not achieving.
• The school has to some extent extended achievement and progress for learners working at or above curriculum levels.
• The school is making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• A culture of inclusion and care based on the school’s values supports learners’ sense of belonging, language, identity and culture.
• A well-established leadership team fosters ongoing improvement and demonstrates a strong commitment to reducing barriers to learning for all learners.
• Innovative teaching practices, including the use of digital tools, create equitable learning opportunities and foster creativity.
• The well-considered implementation of structured literacy is being extended throughout the school; a structured mathematics approach is being embedded.
• Learners experience success across the breadth and depth of The New Zealand Curriculum; learning opportunities including sports, cultural and wellbeing activities that engage and extend students’ interests, strengths and knowledge.
• Leaders and teachers are focussed on accelerating learner achievement and draw on the evaluation of systematic, triangulated research data to inform planning.
• Professional learning is clearly aligned to the school’s strategic goals and contributes to professional agency at every level of the school; relevant internal and external expertise supports collaboration, improvement and innovation.
• Partnerships with the local and wider communities are strong; leaders and teachers work proactively with community resources to effectively support and improve learner health and wellbeing and ensure successful pathways for all learners.

Key priorities

• Integrate curriculum changes, including structured literacy and mathematics approaches.
• Further refine and consolidate teaching and learning programmes and assessment practices.
• Accelerate learner progress and achievement outcomes in reading, writing and mathematics.
• Continue to improve regular attendance rates for all students to meet the Government’s target.

Actions to bring about improvement

Every six months:

• leaders and teachers collect and analyse learner progress, achievement and attendance data to inform next steps in teaching and learning and to report to the Board, whānau and parents

Annually:

• leaders monitor the integration of the new curriculum requirements for reading, writing and mathematics, and identify future priorities for professional learning opportunities
• the School Board and leaders evaluate the effectiveness of assessment tools and strategies used to accelerate learner progress and achievement outcomes and improve attendance; identify initiatives that have been most successful and use this to inform strategic planning and resourcing.

Expected outcomes

• Accelerated student progress and achievement in reading, writing and mathematics.
• Well embedded structured literacy and mathematics approaches that are aligned to the curriculum.
• The effective use of assessment tools and achievement information to inform responsive teaching and learning programmes.
• Improved levels of attendance that meet or exceed the Government’s target.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

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

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

The next public report on ERO’s website will be a School Report and is due within 4 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)

5 September 2025