Corinna School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 137
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 36 Kalingo Street, Porirua East, Porirua
- Territorial authority
- Porirua City
- Phone
- 04-2359570
- admin@corinna.school.nz
- Website
- http://www.corinna.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- In their words
- At Corinna school, we choose to commit to working collaboratively to develop a coherent pathway of learning across eleven Porirua East schools. Our aim is to provide a future-focused education with consistently high quality teaching and learning at all levels and in all contexts for all students in Porirua East.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 21
- Māori
- 46
- Pacific
- 93
- Asian
- 9
- MELAA
- 3
- Other
- 1
- 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 | 6 | 17 | 0 | 0 | 0 | 4 | 0 | 19 |
| Year 02 | 9 | 12 | 0 | 0 | 0 | 2 | 0 | 15 |
| Year 03 | 5 | 15 | 0 | 0 | 0 | 2 | 0 | 17 |
| Year 04 | 7 | 18 | 1 | 1 | 0 | 3 | 0 | 23 |
| Year 05 | 9 | 22 | 0 | 1 | 0 | 2 | 0 | 26 |
| Year 06 | 9 | 16 | 1 | 0 | 0 | 5 | 0 | 23 |
| Year 07 | 7 | 12 | 1 | 0 | 0 | 1 | 0 | 16 |
| Year 08 | 13 | 16 | 2 | 1 | 0 | 3 | 0 | 26 |
| Total | 65 | 128 | 5 | 3 | 0 | 22 | 0 | 165 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 16 | 0 | 0 | 0 | 3 | 0 | 17 |
| Age 06 | 9 | 10 | 0 | 0 | 0 | 3 | 0 | 13 |
| Age 07 | 7 | 18 | 0 | 0 | 0 | 2 | 0 | 21 |
| Age 08 | 7 | 17 | 1 | 1 | 0 | 3 | 0 | 22 |
| Age 09 | 9 | 22 | 0 | 1 | 0 | 2 | 0 | 26 |
| Age 10 | 9 | 17 | 1 | 0 | 0 | 5 | 0 | 24 |
| Age 11 | 7 | 12 | 1 | 0 | 0 | 1 | 0 | 16 |
| Age 12 | 13 | 16 | 2 | 1 | 0 | 3 | 0 | 26 |
| Total | 65 | 128 | 5 | 3 | 0 | 22 | 0 | 165 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Corinna School | 0% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Corinna School | 0% |
|---|---|
| Wellington Region | 2.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
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 suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Corinna School | 0% |
|---|---|
| Wellington Region | 0.9% |
| Full Primary | 1.7% |
| 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)
- 522
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 31 January 1967
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
- 4
- Last reviewed
- 2 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (2 December 2024)
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 2 December 2024 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.
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 137 — 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.
May 2018
239
Counted while ERO’s review team was at the school. Education Review Office, report of 7 August 2018
February 2015
194
Counted while ERO’s review team was at the school. Education Review Office, report of 22 April 2015
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 2 December 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Corinna School located in Porirua, Wellington, provides education for learners in Years 1 to 8. The school’s vision “ Our learning community will be lifelong learners, able to use all the key competencies to shine in a range of context with voice, action and identity” is underpinned by the motto “Expect the best”.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most learners are positively engaged in learning and achieve well.
Most learners, including Pacific students, meet curriculum expectations for reading, the majority of learners achieve at the expected curriculum level for writing and mathematics.
The school has yet to have boys achieving as well as girls in reading and writing; Māori learners achieve better than their peers in mathematics.
Learners at risk of not achieving at curriculum expectation are closely monitored and supported to improve; some of these learners make accelerated progress.
The majority of learners attend school regularly, however regular attendance is lower than the Ministry of Education 2024 target; the school works closely with whānau and external agencies to support regular attendance of students.
Conditions to support learner success
Leadership is highly effective and leads ongoing improvement purposefully.
Strategic leadership sets responsive goals and targets to improve conditions and outcomes for learners.
Leaders foster a culture committed to high quality teaching, and support staff with well aligned professional development that promotes positive outcomes for learners.
A range of assessments provide information about learner progress and achievement; leaders have identified that refining assessments to better inform teaching and learning and increase the acceleration of learning is a next step.
Responsive teaching practices create positive and respectful learning environments.
Students experience settled learning focused environments where positive and respectful relationships and clear routines promote self-management skills; explicit teaching supports them to develop problem solving abilities and encourages risk-taking in learning.
Teaching and learning strongly reflect local contexts in ways that students can see themselves, their identities and cultures; this promotes engagement in learning.
Learners with additional needs are very well supported and make progress against challenging goals set in their individual education plans; external agencies are involved when appropriate.
Ongoing improvement to school conditions is informed by well-considered approaches to high quality evidence and evaluation.
Hauora of learners is closely tracked and monitored with a range of initiatives supporting positive behaviour and promoting wellbeing; evidence shows that these initiatives significantly impact positively on engagement in learning.
Staff work closely with parents and whānau to share information regarding both school systems, processes, and individual children’s learning; developing stronger learning partnerships with whānau is an area of focus for the school.
Transitions into, across and on from school are well-considered and deliberately planned; all staff take responsibility to support learners when making transitions.
Te reo Māori, tikanga Māori , and mātauranga Māori are embedded in classroom teaching and learning practices and promote positive outcomes for ākonga Māori.
Part B: Where to next?
The agreed next steps for the school are to:
continue the focus on increasing the regular attendance of learners through strategic planning and wrap-around support
strengthen assessment practices to provide stronger evidence of the impact of teaching and learning, and to inform teaching to accelerate learning
continue to extend the strong relationships with whānau and aiga into reciprocal learning partnerships to promote ongoing improved outcomes for learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
examine the school’s current assessment practices to ensure they are relevant, provide useful teaching and learning information, and align with government priorities
continue to analyse attendance and achievement information to know the impact of strategic planning and resourcing to inform next steps for learners and to respond to any areas that require acceleration
ensure that the regular attendance of students is a priority in upcoming strategic planning and continue to work with families and external agencies to promote this
Annually:
continue to review the impact of teaching and learning programmes on achievement outcomes to know what has been successful and what needs further improvement to inform ongoing strategic direction
analyse, and report to the board and community, attendance patterns and trends to inform the ongoing planning for improving regular attendance of learners.
Actions taken against these next steps are expected to result in:
improved learner progress and achievement outcomes in reading, writing and mathematics
more learners attending school regularly
strengthened active learning partnerships with whānau and aiga.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
2 December 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 4 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).