Paparoa Street 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

Paparoa Street School provides education for learners in Years 1 to 6. At the time of the review, the roll was 385, with 52% of learners identifying as New Zealand European | Pākehā, 30% as Asian, 12% as Māori and 4% as MELAA. 

The school’s vision of Learning to Inspire and Impact is enacted through the values of He Paparoa, Manaakitia | Kindness, He Paparoa, He whenua nōku | Belonging, Kia māia | Bravery, and He Paparoa, Kia ngākau whitawhita | Passion.

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

Expected improvements

The school focused on evaluating the level of community engagement and trust in the school’s learning model.

The school expected to see:

• evidence of happy children who are fully engaged in all aspects of school life with supportive parents/whānau that provide educationally significant connections and relationship 
• a strategic communication plan that outlines clearly the positive outcomes of the continuous learning model
• well supported learners with educationally powerful connections with parents/whānau with a clear definition and valuing of the hard work and progress of all learners.

Findings 

The school has made significant progress in strengthening the continuous learning model across the school. Students’ learning and wellbeing is prioritised through coherent strategic and annual plans. Deepening and extending school communication systems to ensure clear communication with parents, whānau and the wider school community remains an ongoing strategic priority.

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 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 large 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.

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 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 experience settled and supportive learning environments that promote their physical and emotional wellbeing, fostering a strong sense of belonging and ensuring learners are valued and able to succeed.
• Teachers know learners well and provide a responsive curriculum that engages their interests; learners take up leadership opportunities and contribute their ideas positively, further enhancing the school environment, resources and curriculum.
• Staff work collaboratively and responsively, using systematic and structured teaching approaches in reading, writing and mathematics that build on learners’ prior knowledge. 
• Learners with additional learning needs are well supported and catered for through targeted, personalised learning programmes.
• Structured approaches to the teaching of literacy are well established across all year levels; the school is embedding and refining mathematics programmes that align with the new curriculum requirements.
• Targeted professional learning opportunities build the collective capability of all staff, including learning assistants, by drawing on a range of information and research that refines and strengthens effective teaching practice.
• Strategic leadership and a supportive school board provide clear vision and direction through strategic planning, use of data and regular evaluation to drive school improvement and high-quality teaching.

Key priorities

• Accelerate progress for groups of students at risk of not achieving curriculum expectations, with a particular focus on writing achievement.
• Deepen community engagement through reciprocal learning partnerships to enhance student wellbeing and achievement outcomes.
• Improve and sustain students’ regular attendance.

Actions to bring about improvement 

Every six months:

• leaders regularly review staff professional learning to ensure this meets the needs of all learners and aligns with the school’s strategic direction 
• leaders and teachers observe teaching practices and identify opportunities for ongoing improvement, particularly in relation to writing
• leaders and teachers review the progress of students receiving targeted support, adapting plans and interventions
• leaders and the board engage with parents, whānau and the wider school community to seek feedback and inform ongoing decisions about strategic priorities

Annually:

• leaders report and evaluate against the strategic and annual priorities using wellbeing, progress and achievement information to guide future teaching and learning approaches and staff professional learning
• leaders review with staff their professional learning goals, aligning these with needs identified through achievement data and learner feedback
• leaders and the board review and report to the school’s community on attendance, including the effectiveness of the attendance plan.

Expected outcomes

• Increasingly equitable and excellent progress and achievement outcomes in reading, writing and mathematics.
• Well-embedded and consistently high-quality teaching and learning practices schoolwide.
• Strong reciprocal learning partnerships between the school and community that enhance students’ wellbeing, engagement, achievement and sense of belonging.
• Increased rates of regular attendance that meets the Government’s target.

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.

At the time of this review there were 16 international students attending the school. 

The school has robust systems of self-review in place that ensure the health and safety of international students. Students receive regular English language support and are well integrated into school and community life through academic, cultural and sporting activities. International students are supported to make progress and achieve, and their wellbeing needs are met through accessing effective pastoral care services.

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

15 April 2026