Review 10 October 2025
LatestSchool 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
Ashbrook School provides education for learners in Years 1 to 8. The school roll has 76 students. Almost all students are of Māori whakapapa. The school’s vision is to develop students, staff, parents and whānau to be RIICH in attitudes and actions. The acronym RIICH stands for Respectful | Manaaki, Identity | Tuakiritanga, Integrity | Ngākau Pono, Challenge | Te Whero and Honest | Whakapono.
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.
| 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 sufficient 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 Safety | The school board is taking reasonable steps to ensure student health and safety. |
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.
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 | A large majority of learners meet or exceed the expected curriculum level. Results are 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 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 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 is developing 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.
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 learn in caring, respectful and inclusive environments and actively participate in their learning; they express a strong sense of belonging and pride in their school.
- Teachers know their learners well and build strong, trusting relationships with students as a foundation to improve learning outcomes.
- School leaders build and sustain a high trust, collaborative culture among all staff that grows and strengthens their professional knowledge and skills.
- Leaders and staff develop strong relationships with whānau; clear, open communication and a range of effective supports for learners and their whānau are improving learner engagement.
- Structured literacy practices are embedded across all classrooms and structured mathematics is being implemented during 2025.
- Students learn through a broad curriculum that reflects and responds to their cultures, identities and interests; the curriculum is well supported by a schoolwide model of inquiry.
- Professional learning opportunities clearly align to the school’s strategic priorities; staff expertise is valued and utilised to grow teaching capability across the school.
Key priorities
- Improve rates of regular student attendance to meet the Government’s target.
- Accelerate progress for learners at risk of underachieving as well as those working at or above the expected curriculum levels in reading, writing and mathematics.
- Fully implement the refreshed mathematics curriculum.
- Enhance staff professional knowledge to support high quality teaching practice.
- Strengthen internal evaluation practices schoolwide to effectively measure the impact of initiatives and to inform improvement priorities and actions.
Actions to bring about improvement
Within six months:
- leaders and teachers engage in professional learning that further builds their knowledge and skills in effectively delivering the new mathematics requirements
- leaders review schoolwide systems of internal evaluation, identifying areas for refinement
Every six months:
- leaders and teachers monitor and review attendance initiatives to inform next steps
- teachers and leaders review and refine targeted actions to accelerate progress for all learners in reading, writing and mathematics
Annually:
- leaders evaluate well how internal evaluation systems and processes contribute to understanding and informing decisions about practices that impact learner outcomes and identifying priorities for improvement
- the School Board and leaders review student attendance, progress and achievement information, including the impact of initiatives and actions, to inform future strategic planning.
Expected outcomes
- Improved rates of regular student attendance.
- Increased progress and achievement for all learners in reading, writing and mathematics.
- Embedded systems and processes for internal evaluation that ensure ongoing improvements to learner outcomes.
Regulatory and Legislative Requirements
This section of the report is about how the school meet 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 some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Actions for Compliance
ERO has identified the following area of non-compliance during the board assurance process:
- ensure police vets for non-teaching staff are renewed every three years.
[s104 Education and Training Act 2020]
The School Board has addressed the area of non-compliance identified.
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
10 October 2025