Ashhurst 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

Ashhurst School, located in Manawatū-Whanganui provides education to 471 students in Years 1 to 8. Most students are Pākehā / New Zealand European (85%) and 31% identify as Māori.

The school’s mission Eke Taumata – Reach for the highest peak, is underpinned by the values of Respect - Whai Ngākau, Responsibility - Tū Tangata, and Resilience – Manawaroa.

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 excellent 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 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 high quality education for learners are driving excellent school performance.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 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 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 not yet equitable for all groups of learners.

Mathematics

Most 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 students attend school regularly.

• The school is approaching 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 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 the Government targets for reading, writing and mathematics 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

• Teachers identify students needing extra support and provide effective assistance to help them access the school curriculum and achieve success. They seek external support for students when appropriate and offer a wide range of opportunities to boost learner engagement and wellbeing.
• School leaders focus on improvement and pursue the school's strategic priorities. They collaborate with teachers to ensure that systems, practices, and processes are well known and sustainable throughout the school.
• Teachers consistently prioritise structured literacy and mathematics across all classes. Students understand what they are learning and know the steps needed to succeed.
• Professional learning opportunities support and grow teacher capability in key teaching and learning areas aligned with the school’s strategic priorities.
• The school's mission and values promote positive behaviour, wellbeing, and engagement in learning.
• Students have access to various leadership opportunities that enhance their communication, decision-making, and problem-solving skills, fostering a positive school culture.
• School leaders promote a collaborative, self-reflective culture, encouraging staff to evaluate their teaching practices to improve learner outcomes.

Key priorities for the school

• Accelerate the progress and achievement of boys in literacy.
• Improve regular attendance, working towards the Government’s target of 80%.
• Continue to refine and embed curriculum changes.

Actions to bring about improvement

Within three months:

• leaders and teachers develop a plan to improve attendance, identify effective initiatives and plan actions for improvement
• leaders and teachers develop a plan to implement new curriculum requirements, assessment tools and reporting requirements

Within six months:

• leaders and teachers review the attendance plan to determine what’s working well and adjust as needed

Every six months:

• leaders and teachers analyse student attendance, progress and achievement to inform planning and review and adjust as needed
• leaders and teachers refine and monitor schoolwide teaching and learning in structured literacy and mathematics to promote ongoing student engagement and achievement

Annually:

• the Board use reported schoolwide data on achievement in structured literacy and mathematics to inform planning and actions to improve learning outcomes for all learners
• the Board work together to evaluate the effectiveness of the attendance plan and develops strategies for the following year to support ongoing improvement.

Expected outcomes

• Improved achievement outcomes and accelerated progress in literacy (especially for boys) and mathematics.
• Improved regular attendance.
• The literacy and mathematics curriculum and new assessment tools are well embedded and positively impact 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

15 October 2025