Cannons Creek School
Contributing · State
- Year levels
- 1–6
- Total roll
- 132
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 5 Warspite Avenue, Porirua East, Porirua
- Territorial authority
- Porirua City
- Phone
- 04-2377426
- not reported
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 14
- Māori
- 55
- Pacific
- 95
- Asian
- 14
- MELAA
- 5
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 9 | 18 | 2 | 1 | 0 | 3 | 0 | 25 |
| Year 02 | 13 | 21 | 4 | 2 | 0 | 4 | 0 | 29 |
| Year 03 | 6 | 13 | 3 | 2 | 0 | 2 | 0 | 21 |
| Year 04 | 8 | 15 | 4 | 1 | 0 | 6 | 0 | 24 |
| Year 05 | 9 | 16 | 1 | 1 | 0 | 0 | 0 | 20 |
| Year 06 | 9 | 10 | 1 | 3 | 0 | 6 | 0 | 20 |
| Year 07 | 1 | 2 | 1 | 0 | 0 | 0 | 0 | 3 |
| Total | 55 | 95 | 16 | 10 | 0 | 21 | 0 | 142 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 16 | 2 | 1 | 0 | 3 | 0 | 22 |
| Age 06 | 11 | 19 | 3 | 2 | 0 | 3 | 0 | 25 |
| Age 07 | 8 | 16 | 4 | 2 | 0 | 2 | 0 | 25 |
| Age 08 | 10 | 16 | 4 | 1 | 0 | 7 | 0 | 27 |
| Age 09 | 7 | 15 | 1 | 1 | 0 | 0 | 0 | 18 |
| Age 10 | 10 | 11 | 1 | 3 | 0 | 6 | 0 | 21 |
| Age 11 | 2 | 2 | 1 | 0 | 0 | 0 | 0 | 4 |
| Total | 55 | 95 | 16 | 10 | 0 | 21 | 0 | 142 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
149.5%
| Cannons Creek School | 149.5% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 280.7% |
| Māori | 332.3% |
| Pacific | 63.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 422.8% |
| Total | 149.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
82.1%
| Cannons Creek School | 82.1% |
|---|---|
| Wellington Region | 2.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 152.7% |
| Māori | 108.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 521.7% |
| Total | 82.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Cannons Creek School | 0% |
|---|---|
| Wellington Region | 0.9% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 521
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 16 November 1858
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 3
- Last reviewed
- 8 December 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (5 October 2022)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 5 October 2022 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What this report states about the school
As stated in ERO’s report of 8 December 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 0 to 6
provides education for learners in Years 0 to 6
- Years 0 to 6
- Also provides
- Satellite classroom from Mahinawa Specialist School
A satellite classroom from Mahinawa Specialist School operates at the school
- Satellite classroom from Mahinawa Specialist School
What ERO wrote in its latest report
This is ERO’s report of 8 December 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
Cannons Creek School provides education for learners in Years 0 to 6. Of the 145 learners enrolled, 36% identify as Māori and 49% identify as Pacific nation heritage. The school’s ‘CARE’ values are Courage, Ambition, Respect and Endurance. A new leadership team was established in Term 1, 2025.
A satellite classroom from Mahinawa Specialist School operates at the school.
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
Improvement and progress
This section is about the progress the school has made since the October 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school expected to see improvements in the effectiveness of school systems, processes and practices support the acceleration of all students’ learning, especially in literacy.
Findings
The leadership team’s collaborative approach promotes a shared understanding of schoolwide expectations for quality teaching practice. Strengthened systems and processes ensures that achievement information is used to assess, plan and teach.
Schoolwide achievement information is regularly tracked and monitored, enabling well-considered learning support to be provided for. Levels of achievement have improved in literacy and mathematics.
Highly supportive whānau are well informed about the progress and achievements of their children. Culturally responsive approaches to learning, informed and supported by tangata whenua and whānau , have further strengthened the curriculum and improved rates of achievement including individual students receiving targeted support.
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 some opportunities to learn across the breadth and depth of the curriculum. There is an increasingly 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 is improving its reporting 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 6
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 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 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.
A small 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 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 not extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards Government reading, writing and mathematics 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
A rich curriculum reflects the school’s diverse learners, enabling them to see themselves and their cultures in learning programmes.
A wide range of initiatives to support learner’s progress, wellbeing and sense of belonging are in place. Attendance levels have improved with more learners attending regularly.
Targeted learning and wellbeing programmes provide a well-considered pathway for English Language Learners as they transition into school.
Leaders support an inclusive culture fostered through a shared understanding of quality teaching practices and high expectations for learners and staff.
Structured literacy and mathematics teaching programmes are becoming well-embedded schoolwide.
Targeted professional learning strengthens and builds consistency in teacher practice and contributes to improvements in learner outcomes.
Key priorities
Strengthen schoolwide analysis and use of data to accelerate progress and achievement.
Implement and embed structured literacy and mathematics to accelerate progress for identified learners that require targeted support.
Improve regular attendance and reduce chronic absences.
Actions to bring about improvement
Within six months:
the Board and leaders enact in-depth planning, monitoring and reporting to improve attendance
leaders report to the Board on the ongoing impact of curriculum development in literacy and mathematics teaching, and on learning programmes to improve achievement in reading, writing and mathematics, including progress of learners receiving targeted learning support
Every six months:
leaders review the impact of teachers’ professional practice through classroom observations and learners’ progress, and achievement and report planned next steps to the Board
leaders report to the Board on the ongoing review of curriculum developments with a focus on literacy and mathematics teaching and learning programmes, including the impact of targeted learning support
the Board and leaders review the impact of attendance planning on improving student attendance and make changes if needed and adapt to better target these strategies to lift attendance
Annually:
leaders and the Board analyse and report on the impact of strengthened teacher practice on schoolwide achievement in literacy and mathematics before setting annual improvement targets
leaders, teachers and the Board analyse and report on the impact of attendance planning to set annual attendance priorities.
Expected outcomes
Consistent, high quality teacher practice in reading, writing and mathematics that accelerates progress and increased equity in learner outcomes.
All students are well supported to apply structured literacy and mathematics strategies and make accelerated progress.
Improved and sustained high rates of regular 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
Actions for compliance
ERO and the board have identified the following area of non-compliance during the board assurance process:
strengthen the implementation of risk assessment processes for education outside the classroom (EOTC). [ Health and Safety at Work Act 2015]
The Board has since taken steps to address the area 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 Let’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools
8 December 2025
Read the full report on ero.govt.nz →
All 3 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).