Napier Central 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

Napier Central School, located in Napier Hawke’s Bay, provides education for learners in Years 1 to 6. The school roll is 253 students, 74% identify as New Zealand European | Pākehā, 9% identify as Māori, 10% Asian and 7% other ethnic groups. The school’s vision statement is: To develop active and empowered learners. This is underpinned by the school’s core values: Respect, Integrity, Perseverance and Empathy.

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 January 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school continued their focus on improving outcomes in literacy, particularly for Māori learners. They expected to see reciprocal and learning-centred relationships with families and whānau that supports student wellbeing and improved achievement in foundation areas. Staff sought evidence about the effectiveness of professional learning on teaching practice, leading to improved learner outcomes.

Findings 

The school continues to focus on improving literacy outcomes through ongoing professional development for teachers. Māori learners’ progress is monitored and data used to inform next steps. Overall, their outcomes are becoming more equitable. Strong, learning-centred partnerships with families and whānau support student wellbeing and success in key learning areas. Evidence indicates that professional learning enhances teaching practice leading to better outcomes for all learners. 

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 6

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.
• 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 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 develop a strong sense of belonging and pride in their school. They participate in a wide range of sports and cultural activities that enrich their school experience. 

Warm and caring relationships are evident between students and with teachers, fostering a culture that reflects the school’s values. Students benefit from an inclusive environment that promotes their engagement in learning. They experience a broad curriculum that aligns to local context.

A consistent, collaborative and well understood approach to teaching and learning is evident across the school. Learning is well planned, emphasising reading, writing and mathematics. Structured approaches to the teaching of literacy and mathematics are well embedded throughout the school.

Senior leaders and staff share high expectations for learner success. Students requiring additional support with learning are well identified and provided with targeted support focused on literacy, mathematics and wellbeing.

Leaders and teachers collaborate effectively, with teachers supported through professional learning aligned to strategic goals for learner achievement.

Parents are well informed about student achievement, progress, and wellbeing through effective 
school-community communication. 

Key priorities

• Align the school curriculum with updates to The New Zealand Curriculum and assessment requirements.
• Strengthen the school’s review and evaluation processes at all levels, to better understand which practices are most effective in achieving equitable and successful outcomes for all students.
• Improve regular attendance.

Actions to bring about improvement

Within six months:

• leaders and teachers review teaching and learning approaches in reading, writing and mathematics to ensure alignment with curriculum and assessment requirements
• review the school attendance plan and evaluate the effectiveness of strategies to improve regular attendance

Every six months:

• leaders and teachers check student mid-year progress in reading, writing, and maths to see how well programmes are working and improving equitable outcomes for all students
• leaders and teachers review school attendance planning to identify trends and patterns and adjust the plan as required

Annually:

• leaders and the school Board evaluate progress with teaching approaches in reading, writing and mathematics to inform decisions about ongoing staff professional development and resourcing
• leaders and the school Board use achievement information for all learners in reading, writing, and mathematics to strategically design targeted actions that accelerate progress, improve achievement, and promote equity for every learner
• leaders and the school Board evaluate the effectiveness of initiatives on increasing regular attendance and adjust attendance plans for the following year.

Expected outcomes

• The school curriculum, teaching and assessment practices align with The New Zealand Curriculum and assessment requirements.
• Equitable and excellent outcomes evident for all learners in reading, writing and mathematics.
• High levels of sustained regular student attendance.

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

9 December 2025