Amisfield School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 139 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. June 2016

   166

   Counted while ERO’s review team was at the school. Education Review Office, report of 22 November 2016

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 25 September 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Amisfield School provides education for students in Years 1 to 8. The current roll of 150 students includes 84 students who identify as New Zealand European/ Pākehā , 54 as Māori and a small number of students from diverse cultures. The school’s vision is to help every learner to be their best through positive relationships, quality teaching and engaging opportunities. The school’s values of “ Kia pai koe, kia atawhai, kia mau ki ti ako ” support students to be their best, be kind and keep learning.

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? The school is working towards high levels of success and progress for all learners.

What is the quality of teaching and learning? Learners benefit from good 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 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 is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and Safety The 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 65% 65 to 79% 80 to 90% Over 90%

Reading A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet 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 small majority of learners attend school regularly.

The school is behind 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 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 some 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

Leadership prioritises a range of strategies to foster positive learner outcomes and address the school’s strategic improvement priorities. The Board makes informed resourcing decisions to support equitable opportunities for students to learn.

Wellbeing data shows most students enjoy learning, have a strong sense of belonging and benefit from respectful relationships with their teachers and peers.

Students who remain at Amisfield School over time show higher levels of achievement in reading, writing and mathematics. Students with additional learning needs are clearly identified and supported to make progress in their learning.

Teachers implement a structured approach to literacy and mathematics across the school, encouraging students to develop strong foundational learning skills and meeting the one-hour-a-day requirements.

The school’s curriculum increasingly prioritises learning in te reo and tikanga Māori ; positive relationships with local networks support student learning in local contexts.

The school’s Mana Tū, Mana Ora, Mana Ako programme is well embedded, develops students’ skills for self-management and contributes to a positive culture for learning.

Leaders provide professional learning opportunities and encourage regular collaboration to strengthen teacher and leadership capability in responding to learners’ emerging needs.

Staff have newly implemented a formal approach to internal evaluation, which offers a useful framework to support effective inquiry and reflection.

Key priorities

Increase and sustain rates of regular attendance and minimise barriers to learning.

Build collective capability to accelerate learning for students at risk of not achieving.

Raise overall levels of achievement in reading, writing and mathematics and equitable outcomes for Māori students and boys.

Extend the use school-wide achievement data to measure rates of student progress and inform planning.

Actions to bring about improvement

Within three months:

leaders and teachers involve parents and whānau in decision making for planning and implementing strategies to improve attendance and learner success

leaders and the School Board set clear targets and take further action to improve regular attendance

Every six months:

leaders monitor and report on rates of regular attendance and rates of progress in reading, writing and mathematics for all groups of students

leaders and the School Board review and implement achievement and attendance targets based on the analysis of school wide data and learner needs

Annually:

the School Board and leaders formally evaluate the quality and effectiveness of school actions and teaching practices to improve students’ attendance, progress and achievement to inform targeted action for ongoing improvement.

Expected outcomes

Increased rates of regular attendance and student engagement in learning.

Improved levels of school-wide achievement, especially in literacy.

Increased rates of accelerated learning enabling equitable outcomes for identified groups of learners.

Strengthened internal evaluation, well-informed by a range of data and contributing to effective school planning for continuous improvement.

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

Actions for Compliance

ERO and the board have identified the following areas of non-compliance during the board assurance process:

obtaining Police vetting for every person whom the Board appoints or attends to appoint to a position at the school before the person’s employment or engagement at the school begins [s 4 (9) Education and Training Act 2020]

obtaining Police vetting for every contractor who has, or is likely to have unsupervised access to students at school during normal school hours [s 4 (10) Education and Training Act 2020]

obtaining Police vetting every three years for every employee who still works at the school. [s 4 (12) Education and Training Act 2020]

The board has since addressed the areas of non-compliance identified.

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 L et’s continue to work together for the greater good of all children

Sharon Kelly Director of Schools

25 September 2025

Read this report on ero.govt.nz →