Riverview 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 

Riverview School provides education for learners in Years 1 to 6. The roll is 427, with 66% of learners identifying as Pākehā/New Zealand European and 22% as Māori. The school’s goals of Connections, Curriculum and Culture are supported by the HEARTWISE values of Honesty, Excellence, Aroha, Respect, Tolerance, Whānau, Inquiry, Sustainability and Effort. 

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

Improvement and progress 

This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on evaluating to what extent culturally responsive practices empower Māori students to enjoy success as Māori, and to identify the impact of initiatives such as Positive Behaviour for Learning (PB4L) have on the school's culture and values.

The school expected to see increased staff capability in culturally responsive teaching, learning, and assessment practices that empower Māori students to succeed as Māori. This focus would be supported by embedding Te Tiriti o Waitangi within the localised curriculum and ensuring alignment with the local hapū (Ngāti Rēhia) Education Plan.

The school also expected to see progress and achievement outcomes improve for all students, particularly in reading, writing, and mathematics, an inclusive learning climate, and students demonstrating a strong sense of connection and belonging to the school. 

Findings 

The school has made good progress embedding culturally responsive practices that affirm Māori learners’ identity, language, and culture. Te Tiriti o Waitangi principles are increasingly evident in the curriculum through initiatives such as the development of a school cultural narrative, regular use of te reo Māori, and tikanga practices integrated into daily routines. 

Ngāti Rēhia representation is on the Riverview School Board, and partnerships with iwi are strong and visible in curriculum planning and cultural events. Staff capability continues to grow through targeted professional learning and support from a dedicated te reo teacher.

PB4L and the HEARTWISE values are well embedded and underpin the school’s inclusive culture. Consistent expectations, restorative practices, and proactive wellbeing initiatives strengthen relational trust and student engagement. These approaches, alongside targeted academic interventions contribute to positive achievement outcomes in reading, writing, and mathematics.

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.

How well are learners succeeding?Success and progress for all learners is increasing.What is the quality of teaching and learning?Learners benefit from high 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 foundational 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 reasonably 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 1 to 6

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.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Writing

A large majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

A large majority of learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

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 approaching the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is not yet improving towards or beyond the target.
• Chronic absence is not yet 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 since the previous review.
• The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.

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

• Students express a strong sense of belonging to their school and speak confidently about their learning and wellbeing. The school’s inclusive and positive culture is evident in classrooms and across the wider environment.
• Strategic leadership and a stable, committed staff set high expectations for learning, ensuring consistent and effective structured approaches to the teaching of literacy and mathematics are embedded schoolwide.  
• Leaders and teachers are reflective and undertake well-considered staff professional development aligned to need and growth, supported by a robust appraisal process.
• Increased staff capability in data literacy across the school cultivates a strong improvement-focused culture and keen enthusiasm to collaborate effectively for learner success.
• The Riverview School Board and leaders prioritise partnerships with whānau, mana whenua and the wider community, as well as networks and connections with other schools and organisations.
• Community partnerships provide meaningful learning opportunities and experiences for all students and reinforce the school’s commitment to equity and excellence.

Key priorities

• Improve all students’ regular attendance.
• Integrate curriculum and assessment changes aligned with the requirements of the revised New Zealand Curriculum to increase and sustain student progress and achievement.
• Deepen the use of internal evaluation to measure the impact of strategic priorities on student progress and achievement, with a focus on improving equity in outcomes. 

Actions to bring about improvement 

Within six months:

• leaders review the attendance plan and engage with parents and whānau to inform further actions
• leaders streamline and consolidate systems and processes for recording, tracking and monitoring students and groups of students who are underachieving

Every six months:

• leaders track, monitor and review student attendance, adjust strategies as necessary and report to the Board and community
• leaders and teachers engage in professional learning to further grow their knowledge and skills in delivering the requirements of the revised New Zealand Curriculum
• leaders and teachers monitor and review progress and achievement of students and groups of students who are underachieving to inform ongoing planning

Annually:

• the school Board and leaders review and refine initiatives to improve regular attendance and report outcomes to the community
• leaders review implementation of curriculum changes for consistency and align these with the school’s strategic direction, identifying areas for improvement
• leaders and teachers evaluate schoolwide systems, programmes and strategies to determine their impact on improving progress and achievement for all learners.

Expected outcomes

• Improved rates of regular attendance.
• Equitable and excellent outcomes for all groups of students.
• Well-embedded evaluative practices that inform ongoing improvement in student outcomes. 

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 four 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

5 February 2026