Avonhead 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

Avonhead School - Rakipaoa provides education to learners in Years 1 to 8. The current school roll is 634. New Zealand European/Pākehā learners make up the largest proportion of all learners (36%), followed by Asian (31%), Māori (7%), Pacific heritage (5%), and other ethnicities (21%).

The school’s vision is Growing Excellence Together – Piki Ngātahi te Tihi and the values are Respect (Whakaute), Responsibility (Takohanga) and Excellence (Hiranga). 

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 has been evaluating the effectiveness of structured literacy and how consistently it is implemented across the school.

The school expected to see improved literacy achievement and a consistent delivery of structured literacy across the school.

Findings 

Teachers have worked purposefully to embed structured literacy practices and strategies have been strategically implemented throughout the school to ensure consistency across the teaching teams. Learner achievement information shows a significant improvement for learners in writing and sustained outcomes in reading over time. The school remains committed to continuous improvement, prioritising literacy as an ongoing focus in their strategic planning. 

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 large majority of learners attend school regularly.
• The school is  approaching the target of 80% regular attendance.
• The school  is developing a suitable plan to improve attendance.
• Regular attendance  is 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 has a high proportion of English Language Learners (ELL), comprising 33% of the roll. This includes a significant group of learners, particularly in the junior area, who require additional support. These learners are included in the overall school achievement data.

• 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.

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 benefit from a positive, inclusive school culture built on strong values. They experience a strong sense of belonging through supportive, inclusive relationships with staff and their peers.
• Learners with additional learning needs are clearly identified, closely monitored and supported through individualised teaching and tailored programmes that support their progress and achievement.
• Structured literacy is well embedded across the school, and a structured mathematics programme is supported by targeted professional learning. Leaders and teachers systematically use assessment information effectively to set priorities, strengthen teaching practices and support improved learner outcomes.
• Teachers work well together and adapt their practices to meet individual learner needs. Learners express their enjoyment of an engaging curriculum, particularly in science, and benefit from calm, focused learning environments.
• Staff professional development is collaborative and strategically implemented to support continuous improvement. Teachers are encouraged to be reflective, responsive and adaptive in their practice.
• Senior leaders set clear expectations and have a strong vision for high-quality teaching and learning. They share leadership roles to build collective capacity and use strategic planning, data-informed decisions and ongoing evaluation to drive school improvement. 

Key priorities

• Use data-informed approaches to identify and implement tailored interventions that support equitable progress for all learners in reading, writing and mathematics.
• Review and align the school’s curriculum and assessment practices with the refreshed New Zealand Curriculum (NZC).
• Implement an effective evaluation framework to support continuous improvement.
• Embed the school’s cultural narrative and te ao Māori practices across all aspects of the school to ensure learners develop an authentic understanding of their place.
• Increase regular attendance rates and reduce chronic absences for all learners.

Actions to bring about improvement 

Within six months:

• leaders share and promote the school’s cultural narrative with the wider school community to foster shared understanding and connection to the local context
• leaders and teachers gather Māori whānau voice to support learning partnerships
• leaders develop and implement a targeted attendance plan to improve regular attendance and reduce chronic absences

Every six months: 

• leaders and teachers review and analyse student achievement information to evaluate the impact of teaching practices and targeted interventions that support priority learner progress
• leaders and teachers monitor and review curriculum implementation and assessment practices to align with the refreshed NZC
• the School Board and leaders to review attendance information, strategies and initiatives, adjusting the attendance plan as needed to support ongoing improvement

Annually:

• leaders report learner achievement, wellbeing and attendance information to the School Board to inform future school priorities and decision making
• leaders review and adjust the evaluation framework to inform curriculum priorities and align with NZC updates
• leaders evaluate the impact of professional learning and development (PLD) to guide instructional improvements and ensure consistent teaching practices across the school
• leaders evaluate the integration of the school’s cultural narrative and te ao Māori across the curriculum to inform ongoing development and deepen learners’ sense of place.

Expected outcomes

• High levels of achievement and progress for all learners, with improved equity for priority groups of learners and extended success for high achievers.
• A clear, progressive curriculum pathway that supports consistent teaching practices.
• The school’s cultural narrative and te ao Māori are effectively embedded across the curriculum, deepening learners understanding of the local context and their place within it.
• Improved and sustained levels of regular student attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meets 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 is about the quality of the provision of education for international students 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. 

No international students were enrolled at the time of the ERO review.

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