Parkside Christian S D A 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 

Parkside Christian S D A School is a state integrated Seventh-day Adventist primary school in Greenmeadows, Napier. The school provides education for learners in Years 1 to 8. Of the 60 students enrolled, 52% are South African, 24% are New Zealand European/Pākehā, 10% are Samoan and 3% are Māori. Several other ethnicities make up the remainder of the school population. 

The school roll includes significant number of students who have English as a second language. The school’s vision is Educating for Eternity through GROWTH - Godliness, Rich Relationships, Ownership of Mastery, Wisdom in Decision Making, Transformational Learning and Harvest.

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 expected to see close monitoring of the impact of professional learning on learner outcomes with a focus on equitable literacy outcomes for all learners, particularly for speakers with English as an additional language.

Findings

Since the previous ERO report the school has monitored learner outcomes over time. The impact of professional learning in structured literacy and mathematics is evidenced by expected learner progress. Achievement data is well analysed and informs classroom and school decision making. The Board is well informed about student progress and provides resourcing to further support English Language Learners. Additional support for these students and appropriate strategies results in most English Language learners meeting curriculum expectations 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.

How well are learners succeeding?Success and progress for all learners is increasing.What is the quality of teaching and learning?Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. How well does the school curriculum respond to all learners needs?

Learners have sufficient opportunities to learn across the breadth and depth of the curriculum.

There is an increasingly consistent focus on supporting learners to gain skills in foundational skills in literacy and mathematics.

Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement?School planning and conditions to support ongoing improvement to the quality of education for learners are well established.How well does the school include all learners and promote their engagement and wellbeing?The school successfully promotes learners’ engagement, wellbeing and inclusion.How well does the school partner with parents, whānau and its community for the benefit of learners?

The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress.

The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 1 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.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Reading

A large majority of learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Writing

A large majority of learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Mathematics

A large majority of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

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 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.

• 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 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 feel a strong sense of belonging and enjoy positive relationships with their teachers and classmates.
• Teachers know their students well. Learners benefit from structured teaching practices in reading, writing and mathematics. Students who need extra help, including those who are learning English, are well supported to build the skills they need to succeed.
• The school Board and leadership work closely with staff, students and the community to guide the school’s direction, making sure its special character and The New Zealand Curriculum are reflected.
• Leaders set clear expectations for teaching and regularly check how well these are being met to improve learning. Teachers take part in professional learning and work together to trial new ideas that help students learn better.
• Leadership is highly collaborative, seeking and valuing the views of parents and staff and feedback is used towards improving teaching and learning. High levels of relational trust and communication are evident across the school community.
• The school is well organised with strong leadership and systems that support a positive learning environment.

Key priorities

• Implement a clearly planned attendance strategy with specific actions and monitoring and include in annual planning.
• Evaluate the impact of improvement strategies on learner progress and achievement with a focus on equity and excellence outcomes for learners at all levels of the school.
• Evaluate the ongoing effectiveness of professional learning programmes on teacher practice and student outcomes schoolwide.
• Further develop capability and capacity of all staff to integrate te reo Māori and tikanga Māori in the teaching and learning programmes to support learners' knowledge and skills.     

Actions to bring about improvement 

Every six months:

• leaders track, monitor and review student attendance, adjust strategies as necessary and report to the Board and community
• leaders and teachers monitor the consistency ofteaching and learning approaches in reading, writing and mathematics for alignment with curriculum and assessment requirements
• leaders and teachers use progress and achievement data to evaluate the impact of professional learning programmes on student achievement outcomes
• leaders and teachers review the integration of te ao Māori and tikanga Māori in classroom programmes, to support building teaching capability and embed teaching te reo Māori

Annually:

• the school Board evaluate the impact of strategies used to further improve students’ regular attendance to inform decision making about next steps to improve attendance
• the school Board, leaders and teachers evaluate the changes made to the school curriculum and the use of data to enhance achievement in literacy and mathematics
• leaders and teachers evaluate the impact of their professional learning and teaching actions on student outcomes.

Expected outcomes

• Regular student attendance meeting or exceeding the Government target.
• Te ao Māori learning in the classroom and school life is evident.
• Teachers and students using te reo Māori with greater proficiency.
• Consistent schoolwide evaluation practices to understand the impact of the curriculum and teaching on learner outcomes and inform planning and strategic decision making.

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

4 December 2025