Palmerston North Adventist Christian 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

Palmerston North Adventist Christian School provides education for learners in Years 1 to 6. There are 110 students on the roll. 25% percent of learners identify as New Zealand European/Pākehā, 29% are of Asian descent, 28% percent of Pacific heritage and 10% identify as Māori. The school’s vision, ‘Learning and Growing in God’, is underpinned by its ‘LIFE’ values of love, integrity, faith and excellence.

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

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 has a suitable plan in place 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 and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

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

• The principal sets clear expectations and vision for the school through meaningful strategic and annual plans.
• Embedded school values and principles, aligned to the school's special character, support learners’ wellbeing and inclusion.
• The school has clear, structured routines and approaches in mathematics and literacy.
• The school offers integrated curriculum opportunities aligned with the schools’ special character that involve community engagement.
• Whānau are engaged in school life and well informed of student learning.

Key priorities 

• Accelerate the progress of learners who are not yet achieving at expected curriculum levels for reading, writing and mathematics, including Māori learners.
• Refine and strengthen assessment practices, analysis, and teachers’ response to assessment information.
• Strengthen the quality and consistency teaching, learning and assessment practices in reading, writing and mathematics.
• Further improve regular attendance.

Actions to bring about improvement 

Within six months:

• leaders review and refine assessment practices to develop a deeper understanding of data analysis that guides planning
• leaders review how effectively teachers use student progress and achievement information in literacy and mathematics to respond to learner needs
• leaders identify teachers’ strengths and development needs within literacy and mathematics and provide professional learning to support consistency of quality teaching and learning

Every six months:

• leaders regularly check and review student achievement data to keep an accurate picture of progress across the school, helping to plan the next steps in learning
• leaders review the consistency of teaching, learning and assessment practices in literacy and mathematics, and the impact on accelerating learners’ progress and achievement
• the School Board and leaders review school attendance for trends and patterns and adjust the attendance plan as required

Annually:

• leaders review how effectively teachers use assessment data to plan engaging, responsive learning opportunities for every student and identify further supports if needed
• the School Board and leaders review achievement data in reading, writing, and mathematics for all learners, identify what is working well and areas for further growth and plan next steps for ongoing improvement
• the School Board and leaders evaluate patterns in attendance for all learners and use this information to identify the next steps to continue increasing regular rates of attendance.

Expected outcomes

• Excellent progress and achievement outcomes for all learners in reading, writing and mathematics.
• Embedded systems and processes for gathering and using assessment information to guide responsive teaching and learning practices, with a particular focus on achieving equity of outcomes for Māori learners.
• Consistent high-quality teaching, learning and assessment practices in literacy and mathematics.
• Sustained and improved regular student attendance.

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 

1 December 2025