Nukumea Primary School - Te Kura Tuatahi O Nukumea

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

Nukumea Primary School – Te Kura Tuatahi o Nukumea opened in 2023 and provides education for learners in Years 1 to 6. The roll is approximately 70 and has learners from a diverse range of cultures. The school’s vision, Poipoia te kākano, kia puāwai - Nuture the seed and it will flourish, is supported by the core values of Tūrangawaewae, Kaitiakitanga, Manaakitanga and Whakapuāwai, that were gifted to the school by local iwi.

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 is developing a suitable plan to improve attendance.
• Regular attendance is not yet 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.
• 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 experienced significant roll growth since it opened in 2023. This has an impact on schoolwide progress and achievement information.
• 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 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

• Students learn in positive, supportive and inclusive classrooms that enhance their sense of belonging and wellbeing.
• Leaders and teachers design and implement learning and student leadership opportunities through the lens of the school values. As a result, students can clearly articulate these values and why they are important to them as people and learners.
• Students benefit from rich experiences to learn across the curriculum; strong links to the local environment provide powerful opportunities for all learners to contribute to and care for their community.
• Teachers provide learning contexts, models and exemplars that are relevant to students’ learning, and students speak confidently about their current goals.
• Structured approaches to literacy are well embedded schoolwide; fully implementing the mathematics curriculum is a focus for 2025.
• Teachers are well supported by senior leaders to inquire into their teaching practice. The use of collaborative inquiry, along with observation cycles and feedback, enable teachers to reflect on and adjust their practice to improve learner progress and achievement.
• Strong, positive relationships between the School Board, staff and community are evident, including effective communication and increasingly inclusive consultation approaches that contribute to strategic planning.

Key priorities 

• Strengthen the consistency of teaching and assessment practices across the school.
• Accelerate the progress of learners at risk of underachieving in literacy and mathematics.
• Develop schoolwide evaluation systems and processes to measure the impact of teaching and learning approaches on student outcomes.
• Improve regular attendance for all learners.

Actions to bring about improvement

Within six months:

• leaders design and implement processes that strengthen staff understanding and use of schoolwide evaluation for improvement
• the School Board and leaders formalise attendance plans so that processes and targets are known and understood among all staff

Every six months:

• leaders and teachers engage in professional learning to strengthens their knowledge and skills in the teaching and assessment of literacy and mathematics
• leaders and teachers review attendance initiatives to inform next steps

Annually:

• leaders evaluate the effectiveness of evaluation processes to understand and make decisions about approaches that make the biggest difference to learner outcomes
• the School Board and leaders review student attendance, progress and achievement information, including the impact of initiatives and actions and identify improvement priorities.

Expected outcomes

• Increasingly excellent and equitable outcomes for all learners in literacy and mathematics.
• Consistent and high-quality teaching and assessment practices across the school.
• Embedded evaluation systems and processes that ensure ongoing improvement of learner outcomes.
• Improved rates of 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 (Acting)

2 September 2025