Te Akau ki Papamoa Primary 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.

About the School 

Te Akau ki Papamoa Primary School provides education for learners in Years 1 to 6. The roll is approximately 600, with 32 percent of learners of Māori descent. The board appointed a new principal during 2024. The school’s vision of We are strong in our identities, languages and cultures so we can learn and positively contribute to our communities, Aotearoa and beyond is underpinned by the four attributes of Resilience, Innovation, Collaboration and Empathy.

The school has three reo rua akomanga that provide Māori bilingual education. 

Part A: Parent Summary

How well placed is the school to promote educational success and wellbeing?

How well are learners succeeding?Success and progress for all learners is increasing.What is the quality of teaching and learning?Learners benefit from excellent 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 rich opportunities to learn across the breadth and depth of the curriculum.

There is a consistent focus on supporting learners to gain 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 reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress.

The school responds well to a wide range 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 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

 Reading

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

Results are equitable for all groups of learners.

Writing

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

Results are equitable for all groups of learners.

Mathematics

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

Results are equitable for all groups of learners.

Attendance

The school is behind the target of 80% regular attendance.

The school has a suitable plan in place to improve attendance.

Regular attendance is not yet improving towards or beyond the target.

Chronic absence is not yet reducing over time. 

Assessment

The school is improving its approach and the reliability of its practices to accurately 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

The school has good quality planning to increase the rate of progress for all groups of students.

The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has significantly 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.

An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office

Part B: Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

• Staff build positive, inclusive and respectful relationships with learners, reflecting the school’s philosophy of Know me before you teach me.
• Learners express a strong sense of pride and belonging to their school; leaders and teachers have developed robust systems that ensure staff are aware of and responsive to learners’ wellbeing needs.
• Senior leaders set clear expectations and drive continuous improvement through cohesive leadership and strategic planning.
• Staff use a range of innovative approaches, including digital technologies and a self-regulation framework, that empower students to be actively involved in their learning and decision making, enhancing learner outcomes.
• Learners experience meaningful opportunities to engage with learning across the curriculum; leaders and staff have worked with local iwi to create a place-based curriculum that reflects and values all learners' cultures, identities and languages.
• Senior leaders build and sustain a collaborative and reflective culture among staff at all levels of the school; teachers work together effectively to inquire into their practice and support each other’s growth through regular observations and feedback cycles.
• Structured literacy approaches are being embedded schoolwide; tailored professional learning is supporting teachers to understand and implement the new mathematics curriculum.
• Leaders continue to revise and strengthen attendance plans and initiatives to have a positive impact on learners’ regular attendance; Term 4 2024 attendance information shows that regular attendance is approaching the Government’s target. 

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• further embed the new literacy and mathematics requirements, building on teacher knowledge and skills for ongoing improvement of learner outcomes
• strengthen the consistency of schoolwide assessment practices and analysis of achievement information to increase learner progress and achievement in reading, writing and mathematics
• monitor and review initiatives to improve the regular attendance of all learners. 

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• senior and middle leaders review and refine approaches for analysing a range of achievement information to ensure consistency of overall teacher judgements

Every six months:

• leaders and teachers engage in professional learning that further builds their knowledge and skills in effectively delivering the new literacy and mathematics requirements
• leaders and teachers collaboratively analyse a range of achievement information using agreed benchmarks and processes to plan next steps
• review current attendance strategies and initiatives to identify further actions 

Annually:

• review and evaluate teacher feedback and student achievement information to plan next steps in embedding curriculum changes
• analyse and report to the board on student attendance, progress and achievement information to inform future strategic decision making.

Actions taken against these next steps are expected to result in:

• high quality teaching and learning practices in literacy and mathematics embedded schoolwide
• cohesive and consistent schoolwide assessment practices that enhance achievement outcomes for all learners
• improved regular student attendance.

Part C: Regulatory and Legislative Requirements

Provision for International Students 

Background

The Education Review Office reviews schools that are signatories 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.

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 17 international students attending the school. 

International students participate fully in all areas of school life and make good progress during their time at Te Akau ki Papamoa School. They experience positive and inclusive relationships with their peers and teachers. The school has thorough processes for annual self review that provide reliable information about the provision for international students. School governance and leadership are well informed about international students’ wellbeing, engagement and learning.

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

During this review the Board has attested to some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three 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 (Acting)

27 May 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home