Review 21 May 2026
LatestSchool 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
Levin North School, Horowhenua, provides education to students in Years 1 to 6. Of the 243 students, 56% identify as New Zealand European|Pākehā, 52% as Māori and 18% as having Pacific heritage.
The school’s vision Te whakatipu i ngā uri whai mana|Growing outstanding citizens is supported by the school values of Whanaungatanga|Connection and Responsibility; Manawanuitanga|Purpose and Determination and Manaakitanga|Care and Respect. Underpinning these is the school whakatouki: Mā te huruhuru ka rere te manu! |Adorn the bird with feathers so it may soar!
A new principal was appointed to the school 18 months ago and two new permanent deputy principals joined the senior leadership team in the last year.
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 teacher capability building initiatives supporting teachers to successfully personalise students’ learning, improving their outcomes.
Findings
Appropriate professional learning and development, aligned with the school strategic priorities has lifted teacher capability. A continued focus on supporting consistent teaching and learning across the school while implementing curriculum changes and new literacy and mathematics programmes is evident.
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 high 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in 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? | 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 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 Safety | The school board is taking reasonable steps to ensure student health and safety. |
Achievement in Years 1 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 | Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Writing | Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | Less than half of learners meet or exceed the expected curriculum level. Results are not yet 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.
- Less than half of students 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 not yet 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 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 to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is working towards ensuring students progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau 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
The new leadership team share a clear vision and plan to improve outcomes for learners based on robust, ongoing evidence gathering. They work collaboratively to implement the school’s strategic priorities.
Leaders are highly improvement focused and have put in place robust systems and processes with a clear focus on learner outcomes. ERO has confidence in the leadership team’s capability to make necessary changes to improve outcomes for all learners.
Pacific heritage learners achieve significantly higher than their peers in reading, writing and mathematics. Strong, long-standing relationships with Pacific ‘aiga promote a sense of belonging in the school.
The new leadership team has introduced schoolwide teaching and planning expectations to promote consistency for learners. Student’s experience collaborative and orderly learning environments which foster participation and engagement. Well-understood classroom routines promote a good pace of learning and student confidence
Students requiring additional support with their learning are provided with effective, targeted assistance to access the school curriculum and experience success.
An appropriate range of PLD is in place to support and grow teacher capability in key teaching and learning areas aligned to the school’s strategic priorities and needs, and government priorities.
A wide range of initiatives are in place to strengthen partnerships with whānau and iwi to promote positive engagement and learning outcomes for students. Parent feedback is collected, analysed, and used to inform strategic direction.
Key priorities
- accelerate the progress and achievement of all learners schoolwide to meet the Government’s 2030 achievement targets in reading, writing and mathematics
- accelerate the progress and achievement of groups of learners not achieving as well as their peers
- increase regular attendance, working towards the Government’s target.
Actions to bring about improvement
Every six months:
- analyse achievement and outcome information to know the impact of the actions taken to inform next steps for learners, including identified groups who require further support
- using the school’s attendance strategy, regularly review to identify effective initiatives and plan actions for improvement for the next six months
Annually:
- evaluate the effectiveness of the strategic actions taken to improve learner outcomes to guide ongoing planning
- evaluate the effectiveness of the attendance plan initiatives and develop a plan for the following year.
Expected outcomes
- Improved achievement outcomes and accelerated progress in literacy and mathematics.
- Improved 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
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
21 May 2026