Te Manawa o Papamoa 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 

Te Manawa ō Pāpāmoa School is a contributing school for learners in Years 1 to 6. The school opened at the beginning of 2022 and has a roll of 440. The school roll includes a third of students who identify as New Zealand European/Pākehā, 22% as Māori and 14% as Indian. The school values of ’Ignite-Navigate-Thrive’ guide learning programmes. 

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. 

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 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 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 equitable for all groups of learners.

Writing

A small 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 becoming more 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 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 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 meeting Government reading, writing and mathematics targets set for 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 school partnered with mana whenua, Ngā Potiki to establish a strategic commitment to ensure all learners’ needs are met and positive outcomes are achieved. Learners are well supported through a project-based learning philosophy which evolves from play-based learning in the junior school.
• Teachers work collaboratively to develop a conceptual curriculum, integrating structured reading and mathematics programmes to promote student achievement.
• The experienced leadership team fosters a culture of relational trust through induction and ongoing coaching support; alongside the School Board, they demonstrate strong capacity to drive and sustain the school’s strategic priorities.
• The school has made good progress with lifting students’ regular attendance and is approaching the Government 80% target.
• The school has made significant strides in lifting students’ regular attendance and is on track to meet the Government’s 80% target.

Key priorities 

• Strengthen the early use of structured teaching and learning approaches, particularly in writing.
• Extend the range of interventions to improve outcomes for those learners at risk of not achieving expected levels to increase equitable outcomes for all learners.
• Strengthen schoolwide practices to enhance students’ understanding and involvement in the learning process.
• Sustain and further improve regular attendance. 

Actions to bring about improvement

Within six months 

• leaders develop a framework of effective schoolwide literacy practice that includes writing to improve the outcomes of all learners and implement across the school

Every six months:

• teachers work together to understand the impact of interventions for learners at risk of not achieving at the expected levels in writing and mathematics and identify next steps to improve progress and achievement
• teachers engage in collaborative inquiry into formative assessment to help learners and whānau understand learning, set goals, and track progress
• the Board and leaders monitor successful strategies that sustain regular attendance and report to the school community

Annually:

• leaders and teachers review the effectiveness of schoolwide writing approaches and the impact of interventions for learners at risk of not achieving and identify next steps for improvement
• teachers and leaders collect feedback from learners to find out how well they understand their own learning pathways and next steps
• the School Board and leaders review the impact of attendance strategies to ensure that school’s annual planning and practices continue to support regular attendance.

Expected outcomes

• An embedded approach to schoolwide structured writing programme.
• Improved rates of student progress and achievement in writing.
• Equitable outcomes in writing and mathematics for those learners at risk of not achieving expected levels.
• Students can understand, talk about and apply their next steps in their learning.
• The majority of students regularly attend school as a basis for engagement in learning.

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 

28 October 2025