Auckland Point 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

Auckland Point School provides education for learners in Years 1 to 6 in Nelson. Mana whenua has gifted the name Te Kura o Maitangi Awhio to the school. The majority of learners are Pākehā, with approximately 22% of learners identifying as Māori. The school’s motto is Be You. Be Great! Kia Tū Koe. Kia Tia!

Auckland Point Kindergarten and a young parents’ school also share the school’s site.

Education Counts provides further information about the school’s student population, student engagement and student achievement. 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 February 2024 ERO report. It includes an explanation of the expected improvements and findings.

The principal and deputy principal have been evaluating the impact of initiatives to improve teaching in reading and writing. They have created well-sequenced improvement plans. They expect to grow responsive relationships and adaptive teaching practices that promote improved achievement, engagement, wellbeing, and student voice.

Guidelines define expectations for assessment, planning, teaching and reporting of literacy. Individual learning pathways have been enhanced for diverse learners, with significant improvements in progress and achievement evident over time.

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.

• The small majority of students 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.
• 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 has good quality planning to increase the rate of progress for all groups of students.
• The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has significantly 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.

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 school's motto "Be You. Be Great!" reflects the staff and leaders' commitment to knowing each learner as unique and embracing each family's culture, language, and identity.
• Students proudly express their school spirit and eagerly strive to excel in their learning. Teachers and teacher aides actively meet the learning needs of individuals and promote learners' strengths.
• Effective leadership has improved systems, structures, guidelines, and expectations for quality teaching and learning. Teachers across the school have adopted more consistent methods, leading to higher achievement.
• The school provides explicit professional learning opportunities for all staff, focusing on supporting neuro-diverse learners and embedding responsive practices across the curriculum.
• The school’s curriculum benefits from the growing relationship with mana whenua, and staff integrate the iwi narrative into school programs and practices.
• Whānau and families contribute to their child's learning and actively participate in fostering school improvement and learner success.

Key priorities

• Building on strategies to support neuro-diverse learners to access the curriculum.
• Embedding knowledge of the refreshed curriculum, particularly in writing, through the school’s developing professional growth cycle (PGC) approach.
• Developing the relevance of the school’s curriculum in partnership with whānau.
• Improve regular attendance toward the Government target of 80%.

Actions to bring about improvement: 

Within six months:

• teachers explore current practices and strategies that support neuro diverse learners
• leaders observe teaching and learning practices for writing, and provide focused feedback to staff
• leaders and teachers implement the use the Rongohia Te Hau cultural survey to gather learner and whānau feedback.

Annually:

• leaders will review and report on the effectiveness of improved teaching programmes and strategies in growing learner engagement, progress and achievement
• The School Board and leaders review and refine the school’s attendance plan and associated strategies and report its outcomes and impact to whānau and families.

Expected Outcomes

• Improved achievement for all learners, particularly in writing.
• Learners thriving as their unique selves and experiencing success in all areas of school life, aligned to the school vision Be you. Be great.
• Curriculum and assessment guidelines that align with the refreshed national curriculum expectations.
• Improved and sustained levels of regular attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meet 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 of the report is about the quality of the provision of education for international student 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 and has completed an annual self-review of its implementation of the Code.

At the time of this review there was one international student attending the school, and no exchange students.

The school has established policies, systems and practices for monitoring and reviewing learning, wellbeing, and pastoral care aspects of international student supports. The principal, as administrator of the Code, nurtures strongly supportive relationships with family members, further facilitating learner success.

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 (Acting)

20 August 2025