Fitzroy 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 

Fitzroy School provides education for learners in Years 1 to 6. The school has a roll of 415 students. Most learners identify as Pākehā / New Zealand European, and 18% identify as Māori. The number of Pacific learners and those learning English as an additional language is increasing. The leadership team includes a recently appointed principal and deputy principal. 

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 large 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 improving towards or beyond the target.

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.
• 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 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

• Learners actively engage in learning, build strong relationships with peers and teachers, and express a strong sense of belonging.
• Learners experience rich, locally relevant learning opportunities across the New Zealand Curriculum, aligned with parent and whānau aspirations.
• Teachers create respectful, collaborative learning environments where teaching is intentional, purposeful, and responsive. Structured approaches in literacy and numeracy are being integrated into teaching and learning programmes.
• Leaders foster a culture of high expectations, quality teaching, and equitable learner outcomes.
• Leaders and teachers work collaboratively to pursue coherent improvement goals, with a strong focus on literacy, numeracy, and attendance.
• Leaders and teachers value and respond to the aspirations, identities, languages, and cultures of learners, parents, whānau, and mana whenua to promote engagement.
• Teachers and leaders establish and maintain relationships with parents, whānau, and external networks to support learner outcomes. Leaders use analysed student information to inform strategic decisions and support high quality teaching practices.
• Leaders and teachers implement robust professional learning systems that are deliberately planned, aligned with school and government priorities, and focused on improving outcomes for all learners, particularly those requiring additional support.

Key priorities 

• Further strengthen teacher capability and confidence in using student achievement information to guide teaching and learning.
• Further align teaching and learning with the updated curriculum and assessment requirements, using consistent and structured approaches across the school.
• Refine school-wide systems and processes to ensure clear, consistent practices maintain a focus on high quality teaching and learning and improve achievement.
• Continue to improve regular attendance. 

Actions to bring about improvement

Within six months: 

• school leaders and teachers engage in professional learning to strengthen formative assessment practices

Every six months: 

• leaders and teachers review and refine strategies to improve outcomes for learners and support students with increased ownership of their learning and progress. 

Annually: 

• leaders and teachers evaluate the effectiveness of teaching practices and curriculum implementation, identify areas for improvement and plan for the following year
• the School Board and leaders plan for and allocate resources to support ongoing improvement in learner outcomes and attendance. 

Expected outcomes

• Teaching practices and programmes are guided by student achievement information and aligned with curriculum and assessment requirements.
• Students, and their parents, can confidently talk about their learning progress, achievement and next steps.
• School systems and processes are embedded, promote high expectations and support equitable outcomes.
• Sustained improvement in student attendance and achievement that meet or exceed government targets. 

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 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

26 September 2025