Conifer Grove 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 541 — 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. April 2019

   504

   Counted while ERO’s review team was at the school. Education Review Office, report of 14 June 2019

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 17 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

Conifer Grove School provides education for learners in Years 1 to 8. The current roll of 560 learners is made up of 50% Asian, 25% Māori , and smaller numbers of NZ European/ Pākehā and Pacific learners. The school population reflects the diversity of the local community.

The school’s vision of ‘ He waka eke noa ki te pae tawhiti | Paddling the waka together to reach new horizons’ is underpinned by the values of whakamiha | respect, mana motuhake |responsibility and Manaaki |caring.

At the time of the review the school has an acting principal.

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.

A small majority of learners enter Conifer Grove School significantly behind the expected curriculum level. The school’s efforts are well focused on accelerated progress.

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 an increasingly consistent focus on supporting learners to gain foundational 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 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 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 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 small 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.

A small majority of students attend school regularly.

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

The school is yet to have a suitable plan 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 their use of 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 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

The school provides a secure, inclusive environment for students, including those with additional learning and wellbeing needs.

Positive, caring relationships support successful student engagement in learning. School data shows achievement outcomes over time in reading and writing are improving.

Leaders, teachers and the Conifer Grove School Board have an ongoing, strategic focus on improving achievement outcomes for all learners.

Structured approaches to the teaching of literacy are established. Structured Mathematics programmes are currently being implemented, following professional learning guidance for teachers.

The school and Board partner with Te Ākitai iwi to strengthen their place-based, conceptual curriculum. The curriculum reflects and values learners’ needs, cultures, identities and promotes their sense of belonging.

Leaders use within-school and external expertise to develop shared understandings, encourage professional growth and improve teaching practice.

Leadership promotes collaborative inquiry into assessment and achievement data to provide evidence-based direction for improvement.

Key priorities

Review assessment practices to align with new curriculum requirements.

S trengthen how data is analysed and reported to show acceleration for all groups of students, including Māori and Pacific learners.

Grow school-wide leadership capability to further strengthen consistency of practice , collaboration and use of internal evaluation.

Improve rates of regular student attendance to meet the Government target.

Actions to bring about improvement

Within three months:

leaders develop an attendance plan to identify strategies and address barriers

Every six months:

leaders review and monitor the implementation of new assessment practices to ensure effectiveness of data to plan for improvements in learning

leaders and teachers analyse learners’ rates of progress, assess the impact of teaching practices, and implement targeted planning

leaders and teachers review the impact of teaching practices and initiatives to improve student learning, attendance and wellbeing

leaders review the quality of planned strategies to continually grow leadership across the school, focusing on consistency, collaboration and high expectations and next steps

Annually:

leaders and the board analyse, evaluate and report on rates of learner progress, achievement and equitable outcomes to inform evidence-based decisions for next steps

leaders and teachers evaluate the effectiveness and impact of initiatives, programmes and practices that improve student progress, achievement and attendance.

Expected outcomes

Increased learner achievement, attendance and equitable outcomes for all groups of learners.

Consistent and reliable schoolwide assessment practices aligned with the new curriculum.

Effective cycles of internal evaluation that guide improvement in learning.

Effective, well-informed leadership capability to guide school 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

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)

17 December 2025

Read this report on ero.govt.nz →