Green Island 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

Green Island School provides education for students in Years 1 to 8. The school’s roll is 166. The majority of students identify as New Zealand European/Pākehā and a small percentage of students identify as Māori. The school vision is Growing Together, E tipu tahi ana through the values of Be Brave, Be Respectful and Be Kind. A new principal and leadership team have been appointed since the previous ERO review.

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 July 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements and findings

The school initially focused on evaluating how well students’ knowledge of their learning supports engagement and building staff understanding of evaluation. Following a change in leadership and teaching staff in 2023, the focus shifted to developing a shared understanding of consistent teaching practices for literacy and mathematics to raise achievement.

Teachers have undertaken professional development to strengthen their knowledge of structured approaches to literacy and mathematics supported by a literacy specialist. Further work is needed to increase achievement in writing and mathematics.

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 learners attend school regularly.
• The school is behind 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 is improving its approach and the reliability of its practices to accurately 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 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 making progress towards meeting Government reading, writing and mathematics 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

• Leadership is collaborative and focused on improving outcomes for learners, by building consistency of teaching and learning practices.
• The school has refreshed its approach to behaviour management, with staff and leaders participating in relevant professional development; this approach has seen increased student engagement.
• Structured approaches to literacy and mathematics are a key focus for the school as it continues to enhance teaching knowledge and capacity through ongoing professional development.
• The school has well established partnerships with the local community and continues to provide opportunities for the school community to participate in strategic decision making.

Key priorities

• Strengthen teacher’s knowledge of the new literacy and mathematics curriculum to promote consistency of practice.
• Embed structured literacy and structured teaching approaches to mathematics.
• Continue to improve regular attendance.
• Ensure a clear focus on lifting student achievement and priority areas are reflected in strategic and annual planning.

Actions to bring about improvement

Within three months:

• leaders and teachers develop and implement the school’s plan for raising regular attendance and share with the school community
• leaders and teachers identify effective practices and approaches to improve achievement in literacy and mathematics of students Years 7 and 8

Within six months:

• leaders and teachers refine the school’s writing assessment framework to align with the literacy framework and embed structured teaching approaches for writing to improve learner outcomes
• teachers identify practices and approach to improve boys’ achievement in writing and girls’ achievement in mathematics

Every six months:

• leaders analyse achievement data and include specific commentary in reports to the Board on improvements for boys in writing and girls in mathematics
• leaders and the Board review the school attendance plan to identify the effectiveness of increasing regular attendance and adjust as needed

Annually:

• leaders review how well-structured teaching in literacy and mathematics affects student achievement, and find out is working well and identify where teachers may need more support
• Leaders, together with the Board, review student engagement, progress and achievement information to identify initiatives that support ongoing improvement and incorporate these into the school's planning
• leaders and the Board report to the school community on the effectiveness of the school attendance plan and make changes as needed.

Expected outcomes

• Increased achievement for all learners in literacy and mathematics.
• Improved and equitable outcomes for boys in writing and girls in mathematics.
• Consistent teaching practice and approaches in structured literacy and mathematics.
• Strategic approach to school planning, identifying priority areas for lifting achievement.
• All students attending school regularly.

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 

26 September 2025