North Street 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

North Street School provides education for students from Years 1 to Year 8. The school roll of 327 students includes 52% of learners who identify as Māori, 37% as New Zealand European/Pākehā, 8% of Pacific heritage, and 3% as other diverse cultures. The school offers learning in Māori medium for 127 tamariki, with teaching and learning in Roimata Tōroa guided by the New Zealand Curriculum and supported by six kaiāwhina.

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 evaluated how well the delivery of the North Street School curriculum promotes their shared vision and valued outcomes for Māori learners and supports success for all. The school expected students to be meaningfully engaged in learning, experience success in their academic achievement, and develop key competencies alongside a strong connection to their culture, language, and identity. Teaching and learning were expected to align with the school’s shared curriculum expectations in mathematics and literacy, supported by robust assessment practices to enable reliable moderation and reflect the deliberate use of learning progressions to inform teaching and strengthen learner outcomes.

Findings

Since the previous review, the school has strengthened collective understanding and use of learning progressions in literacy and mathematics and developed more consistent moderation practices that support more reliable overall teacher judgements in reading, writing, and mathematics. The delivery of the mathematics curriculum shows increased coherence across the school, with many learners demonstrating positive engagement in learning. Further strengthening alignment between teaching practice, assessment use, and curriculum expectations is required to reduce variability and ensure sustained, equitable outcomes that affirm ākonga culture, language, and identity.

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 1 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.

• Less than half 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 not yet 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.

Rumaki/Reo Rua outcomes and conditions to support learner success 

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.

Learner success and wellbeing

• Ākonga experience meaningful, locally centred learning, affirming their identity and cultural knowledge.
• Ākonga are supported through increasingly effective teaching that enhances their engagement and progress in literacy and numeracy through The New Zealand Curriculum. Less than half of ākonga meet or exceed the regular attendance target.
• Effective Te Tiriti aligned leadership strengthens culturally grounded practices, reciprocal partnerships, data informed improvement and resource investment.

Conditions to support learner success

• Sustained collaboration with whānau, mana whenua, and the wider community support the continued development of a relevant curriculum reflecting ākonga identities, experiences and community.
• Consistent use of assessment information, responsive scaffolding and orderly, collaborative learning environments meet the needs of a large majority of learners in Roimata Tōroa.
• Investment in developing the capacity and capability of Kaiako and relevant resources, support ongoing improvement.

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

• Learner engagement and confidence are supported by positive, collaborative relationships that contribute to a shared sense of belonging and purpose.
• Learners benefit from a well-designed curriculum that provides breadth across learning areas and depth through coherent progressions, with consistent delivery of one hour of literacy and one hour of mathematics each day.
• School leadership demonstrates the capability to lead strategic priorities with clarity, coherence, and a sustained focus on improvement and equity.
• Leaders effectively build collective teacher capability through coherent professional learning and development, shared frameworks, collaborative inquiry, and consistent expectations across teams.
• Leaders and teachers show growing proficiency in structured literacy and structured mathematics approaches, supporting greater consistency in teaching practice across the school.
• Embedded inquiry and evaluation processes enable teachers to draw on evidence to refine practice, respond to learner needs, and strengthen teaching effectiveness.

Key priorities

• Strengthen team-wide planning, teaching, and assessment practices to deliver consistent te reo Matatini instruction that enhances the acquisition of foundational skills for all ākonga in Roimata Tōroa.
• Increase learner regular attendance through targeted support and responsive classroom practice.
• Strengthen data analysis and reporting to consistently inform timely, targeted interventions for learners at risk of not achieving and to address inequity.
• Develop a fully systematised, schoolwide evaluation and monitoring cycle that tracks the impact of leadership actions on learner outcomes.

Actions to bring about improvement 

Within six months:

• leaders and Kaiako investigate, co-design and implement a progressive reo ā-waha programme across Roimata Tōroa
• leaders and teachers review and strengthen shared assessment practices to systematically analyse data, identify priority learners and implement targeted interventions
• leaders establish shared indicators and baseline data to support evaluation and monitoring of learner progress and equity of outcomes
• the North Street School Board and leaders analyse attendance data and feedback to identify priority attendance issues and implement initial adjustments to the attendance plan

Every six months:

• leaders and Kaiako analyse reo ā-waha progress and achievement data to evaluate the effectiveness and impact of the programme implementation, make changes and resource as necessary
• leaders and teachers use analysed data and moderation to monitor progress rates for priority learners and adjust teaching and support strategies
• leaders and teachers review shared assessment practices and structured teaching approaches against agreed indicators of learner progress
• the school Board and leaders analyse attendance data and feedback to evaluate the impact of attendance strategies and make required refinements

Annually:

• leaders review and report to the school Board and whānau on the progress and impact of te reo Matatini in Roimata Tōroa
• leaders report on the impact and sustainability of the key priorities
• leaders use evaluation findings to inform strategic planning, resourcing and professional learning to strengthen equity and sustain schoolwide improvement.

Expected outcomes

• Ākonga in Roimata Tōroa experience consistent, progressive, high-quality teaching and learning in te reo matatini, resulting in strengthened oral language and literacy capability in te reo Māori.
• High quality data analysis informs timely, targeted teaching and interventions, accelerating progress for learners at risk of underachievement.
• Learner engagement, attendance, and equity of outcomes increase through targeted classroom practice.
• Schoolwide evaluation and monitoring are embedded and show clear leadership impact on learner outcomes.

Regulatory and legislative requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.

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

Provision for international students 

This section is about the quality of the provision of education for international students enrolled at the school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

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 May 2026