Mayfair 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 

Mayfair School in Hastings provides education for learners in Years 1 to 6. The school has a roll of 254. 67% of learners identify as Māori. The motto of Growing great kids | Kia Whakatipu Tamariki Miharo is underpinned by the school’s values of Integrity, Respect, Resilience and Identity.

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. 

• 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 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 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

• Learners benefit from strong relationships with each other and with the staff and there is a warm and affirming environment.
• Collaborative, professional leadership aligns the school's vision and future-focused and strategic goals with the aspirations of students, parents, and whānau.
• The curriculum has a focus on developing strong foundational skills through structured reading, writing and mathematics.
• Staff set high expectations for student success, consistently using schoolwide assessment to guide planning and identify each student’s next learning steps.
• Staff prioritise strengthening their professional capability and capacity to support improved student outcomes.

Key priorities 

• Increase regular student attendance.
• Implement structured mathematics and consolidate literacy approaches to accelerate student progress and achievement.
• Implement targeted strategies for diverse learners and culturally informed teaching approaches to increase equity in progress and achievement for all groups of learners.
• Build staff capability to deliver effective teaching programmes within a culturally informed curriculum framework.

Actions to bring about improvement

Within three months: 

• leaders review and report to the School Board on the impact of attendance initiatives and identify next steps to further increase engagement

Within six months: 

• leaders develop a professional learning plan for teachers and staff to enhance effective teaching practice within a culturally informed curriculum framework
• leaders and teachers implement structured mathematics schoolwide and further consolidate structured literacy programmes
• teachers strengthen their use of achievement data to plan and implement targeted strategies for diverse learners to increase equity in learner outcomes

Every six months:

• leaders review and report student attendance to the Board and plan future actions to increase school engagement
• leaders and teachers review the implementation of structured mathematics and literacy to ensure consistent practices across the school
• leaders and teachers evaluate the effectiveness of targeted strategies for diverse learners in increasing equity in achievement outcomes

Annually:

• the School Board and leaders and use information on the impact of student attendance strategies to inform the development of an annual attendance plan
• the Board and leaders review how structured maths and literacy programmes and targeted strategies for diverse learners are improving student achievement in reading, writing, and maths and plan next steps
• the Board and leaders review the effectiveness of teacher professional learning on the quality of teaching and achievement outcomes for students.

Expected outcomes

• Increased regular attendance and student engagement in learning.
• Improved student achievement outcomes in reading, writing and mathematics.
• Increased equity in progress and achievement outcomes for all learners.
• Strengthened quality of teaching that supports all learners. 

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 some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

No

Actions for Compliance 

ERO has identified the following areas of non-compliance during the Board assurance process:

• ensure that all employed staff hold a current police vet
  [s104 Education and Training Act 2020, Children’s Act 2014].
• ensure that all teachers hold a current teacher practising certificate
  [s104 Education and Training Act 2020, Children’s Act 2014].
• ensure that the staff appointment’s safety check process includes sufficient records of identity checks and a risk assessment.
  [Education and Training Act 2020, Children’s Act 2014].

The Board has since addressed the areas 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