Addington Te Kura Taumatua

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

Addington Te Kura Taumatua provides education for learners in Years 1 to 6. The school also shares its site with a Conductive Education Unit for Years 1 to 8. 

At the time of the review, 320 learners were enrolled in the school, with 33% identifying as Asian, 30% Pākehā/New Zealand European, 23% Indian, 20% Māori, 12% MELAA and 5% other ethnicities.

The school’s values are Awesome Achievement |Tutukitanga Tumeke, Brilliant Behaviour | Whanonga Wheriko and Connected Citizens | Taukaea Tangata.

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

Expected improvements

The school focused on evaluating the effectiveness of schoolwide evaluation practices.

The school expected to see its planned interventions result in equitable outcomes for Māori and Pacific, with a particular focus on Years 4 to 6 learners.

Findings 

Leaders and teachers strengthened the validity of achievement data, enabling more reliable monitoring of learner progress. The shift from reporting achievement to evaluating impact provides the school a clearer picture of student learning and supports more purposeful and focused decision‑making. As a result, achievement disparities for Māori and Pacific learners have reduced over time, with outcomes becoming increasingly equitable.

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 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.

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 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 their use of 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.

In recent years, the school has experienced significant growth in the number of students who are learning English as a second language. The large majority of these learners are working at the foundation stages of their language journey, which impacts on schoolwide progress and achievement information.

• 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 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

• Learners express a strong sense of belonging and connection to the school and are well supported by staff and leaders in an inclusive and caring environment.
• The school Board, leaders and staff foster a supportive and collaborative culture, with shared high expectations for teaching and learning that collectively focus on continuous improvement.
• Wellbeing initiatives, including a nurture group and a schoolwide focus on kindness, positively influence playground behaviour, student resilience, and the overall culture of the school.
• Structured approaches to the teaching of literacy and mathematics are embedded schoolwide, resulting in increasingly consistent teaching practice. 
• Teachers use scaffolded teaching and evidence-based differentiation strategies that support learners’ progress across the curriculum.
• Learners requiring additional support or extension are clearly identified, and their progress is closely monitored to ensure their needs are well met.
• Targeted staff professional learning aligns with strategic goals, curriculum requirements and strengthening teaching practice.

Key priorities

• Accelerate and sustain learner progress and achievement in reading, writing and mathematics, ensuring more equitable outcomes for all groups of learners.
• Strengthen the alignment and consistency of assessment practices to ensure they meet curriculum and reporting requirements.
• Consolidate consistent high-quality teaching practice across the school to further promote effective and coherent teaching and learning.
• Increase regular attendance to support improved learner engagement and outcomes. 

Actions to bring about improvement

Within six months:

• leaders and teachers align current assessment practices with curriculum and reporting requirements and implement consistent schoolwide approaches
• leaders clarify a shared understanding of consistent high-quality teaching practice and expectations, using collaborative monitoring to support implementation across the school
• leaders implement targeted actions from the school’s attendance plan, strengthening early identification and follow up processes to improve regular attendance 

Every six months:

• leaders and teachers evaluate progress, achievement and wellbeing information to assess the impact of targeted responses and adjust plans to further accelerate learner progress
• leaders and teachers refine aligned assessment practices and support whānau to understand the assessment and reporting requirements, strengthening understanding of learner progress and achievement
• leaders and the Board analyse attendance data to evaluate the impact of attendance actions 

Annually:

• leaders, teachers, and the Board evaluate progress, achievement and wellbeing information to inform strategic priorities, resourcing, and next steps for accelerating learner progress
• leaders review the effectiveness of aligned assessment practices, and evaluate the impact of agreed teaching and learning expectations to identify priorities for ongoing improvement
• leaders and the Board review annual attendance patterns and the effectiveness of attendance actions and set updated targets to improve regular attendance.

Expected outcomes

• Improved and more equitable learner outcomes in reading, writing and mathematics.
• Consistent, high-quality assessment, teaching and learning practices well embedded across the school.
• Increased regular attendance that supports stronger learner engagement and wellbeing.

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

22 April 2026