Piopio 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.

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

Piopio Primary School provides education for learners in Years 1 to 6. The school roll is 135, 56% of learners identify as New Zealand European/Pākehā and 36% identify as Māori.

The school values are Rangatiratanga | We are leaders, Manaakitanga | We are respectful, Whanaungatanga | We are caring, and Kotahitanga | We are united.

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 an increasingly 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 is improving its reporting 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 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 65%

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 not yet 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 is developing a suitable plan 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 is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers are developing their use of assessment information 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 and/or pānui, tuhituhi and pāngarau 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

• Leaders are building leadership capability through clearly defined roles that support a shared focus on improving student learning and achievement and using evidence-based decision making and timely interventions.
• Leaders and teachers focus on establishing foundational skills in reading, writing and mathematics, with structured approaches embedded in literacy teaching and being introduced in mathematics.
• Learners engage in meaningful learning experiences that reflect local contexts, with strong integration of the school’s rural and farming character, alongside te reo Māori, tikanga Māori and te ao Māori.
• Teachers and leaders actively engage in ongoing, targeted professional development focused on building teaching capability and exploring innovative approaches that strengthen learner progress and achievement.
• Learners experience an inclusive and affirming school culture that fosters high engagement, positive behaviour and learning-focused relationships. Support for students with additional learning needs is strong and effectively enhances learning for all.
• The School Board, leaders and teachers apply a systematic approach to planning for sustained improvement, demonstrating a commitment to adaptability, responsiveness and the use of quality evidence.

Key priorities

• Improve student attendance.
• Embed structured approaches to teaching and improve learning outcomes in mathematics.
• Enhance teachers’ use of assessment tools to provide timely feedback to students, help them understand how they are doing, and set their own learning goals.

Actions to bring about improvement

Within three months:

• school leaders and the School Board review attendance data, implement strategies, analyse initial trends and develop and action the attendance management plan
• staff participate in targeted professional learning about structured mathematics teaching strategies
• school leaders work with teachers to strengthen the use of assessment tools and to make sure students understand their progress and lead their learning

Within six months:

• leaders establish a structured system that supports teachers to have regular, meaningful conversations with students about their achievement, learning goals and next steps for improvement

Every six months:

• leaders and the School Board evaluate the effectiveness of attendance strategies and refine approaches for ongoing improvement
• leaders and teachers review achievement data in mathematics, work together to plan and observe each other, focusing on the consistent application of structured mathematics approaches and adjust as needed

Annually:

• the School Board and leaders review student attendance and achievement in mathematics information to guide ongoing decision making, goal setting and strategic planning
• leaders and the School Board review on the impact of teachers’ professional learning on developing students’ understanding of their progress and improving learner outcomes.

Expected outcomes

• Improved regular attendance of all learners.
• Improved outcomes for all learners in mathematics.
• Increased student confidence and ability to discuss their own learning and next steps.

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

17 September 2025