Cannons Creek 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

Cannons Creek School provides education for learners in Years 0 to 6. Of the 145 learners enrolled, 36% identify as Māori and 49% identify as Pacific nation heritage. The school’s ‘CARE’ values are Courage, Ambition, Respect and Endurance. A new leadership team was established in Term 1, 2025. 

A satellite classroom from Mahinawa Specialist School operates at the school. 

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 October 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school expected to see improvements in the effectiveness of school systems, processes and practices support the acceleration of all students’ learning, especially in literacy. 

Findings

The leadership team’s collaborative approach promotes a shared understanding of schoolwide expectations for quality teaching practice. Strengthened systems and processes ensures that achievement information is used to assess, plan and teach. 

Schoolwide achievement information is regularly tracked and monitored, enabling well-considered learning support to be provided for. Levels of achievement have improved in literacy and mathematics.

Highly supportive whānau are well informed about the progress and achievements of their children. Culturally responsive approaches to learning, informed and supported by tangata whenua and whānau, have further strengthened the curriculum and improved rates of achievement including individual students receiving targeted support.

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?The school is working towards high levels of success and progress for all learners.What is the quality of teaching and learning?Learners benefit from good 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 some opportunities to learn across the breadth and depth of the curriculum.

There is an increasingly consistent focus on supporting learners to gain 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?The school is establishing planning and conditions that support improvements in the quality of education for learners.How well does the school include all learners and promote their engagement and wellbeing?The school reasonably 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress.

The school is improving its collection and use 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 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.

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

A large majority of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Writing

A small majority of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Mathematics

A large majority of learners meet or exceed the expected curriculum level.

Results are becoming more 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.

• A small 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 is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers are developing 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 not extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is making progress towards Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets 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

• A rich curriculum reflects the school’s diverse learners, enabling them to see themselves and their cultures in learning programmes.
• A wide range of initiatives to support learner’s progress, wellbeing and sense of belonging are in place.
  Attendance levels have improved with more learners attending regularly.
• Targeted learning and wellbeing programmes provide a well-considered pathway for English Language Learners as they transition into school.
• Leaders support an inclusive culture fostered through a shared understanding of quality teaching practices and high expectations for learners and staff.
• Structured literacy and mathematics teaching programmes are becoming well-embedded schoolwide.
• Targeted professional learning strengthens and builds consistency in teacher practice and contributes to improvements in learner outcomes.

Key priorities

• Strengthen schoolwide analysis and use of data to accelerate progress and achievement.
• Implement and embed structured literacy and mathematics to accelerate progress for identified learners that require targeted support.
• Improve regular attendance and reduce chronic absences. 

Actions to bring about improvement 

Within six months:

• the Board and leaders enact in-depth planning, monitoring and reporting to improve attendance
• leaders report to the Board on the ongoing impact of curriculum development in literacy and mathematics teaching, and on learning programmes to improve achievement in reading, writing and mathematics, including progress of learners receiving targeted learning support

Every six months:

• leaders review the impact of teachers’ professional practice through classroom observations and learners’ progress, and achievement and report planned next steps to the Board
• leaders report to the Board on the ongoing review of curriculum developments with a focus on literacy and mathematics teaching and learning programmes, including the impact of targeted learning support
• the Board and leaders review the impact of attendance planning on improving student attendance and make changes if needed and adapt to better target these strategies to lift attendance

Annually:

• leaders and the Board analyse and report on the impact of strengthened teacher practice on schoolwide achievement in literacy and mathematics before setting annual improvement targets
• leaders, teachers and the Board analyse and report on the impact of attendance planning to set annual attendance priorities.

Expected outcomes

• Consistent, high quality teacher practice in reading, writing and mathematics that accelerates progress and increased equity in learner outcomes.
• All students are well supported to apply structured literacy and mathematics strategies and make accelerated progress.
• Improved and sustained high rates of regular 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

Actions for compliance

ERO and the board have identified the following area of non-compliance during the board assurance process:

• strengthen the implementation of risk assessment processes for education outside the classroom (EOTC).
  [Health and Safety at Work Act 2015]

The Board has since taken steps to address the area 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

8 December 2025