Cornwall Park District School

What ERO wrote in its latest report

This is ERO’s report of 17 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

Cornwall Park District School in Auckland provides education for learners in Years 1 to 6. The roll is 696. Just over 60% of students are Asian, 35% Pākehā / New Zealand, 6% Māori and 5% have Pacific heritage. Many students who attend the school are learning English as an additional language. The school motto is Whakapau kaha – to be better than before .

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 September 2022 ERO report. It includes an explanation of the expected improvements and findings .

Expected improvements

Priorities from the last review were for the school to include critical and creative thinking in a rich curriculum that reflects children’s culture, identity, and language. Teachers were expected to use inclusive practices to help children take more responsibility for their learning and wellbeing, and to adjust teaching to improve outcomes. The school also aimed to strengthen partnerships with families and regularly review its curriculum to support new ideas.

Findings

The school has made good progress in building teacher skills and ensuring consistent teaching across classrooms. Curriculum and whānau leaders visit classes to observe, give feedback, and offer support to classroom teachers.

Professional learning has continued, including a school-wide rollout of structured approaches in literacy and mathematics. These actions are helping to improve consistency and support new approaches to teaching.

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? Success and progress for all learners is increasing.

What is the quality of teaching and learning? Learners benefit from high 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in 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? School planning and conditions to support high quality education for learners are driving excellent school performance.

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 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 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 65% 65 to 79% 80 to 90% Over 90%

Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Mathematics Most 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 large 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.

Assessment

This section is about how the school assesses learner progress and achievement.

The school uses an appropriate approach and reliable practices to 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 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 systematically tracks and accelerates learner progress and achievement, using robust data to inform teaching, monitor wellbeing, and meet government targets.

Teachers engage in targeted professional learning that supports the use of evidence-based practices, underpinned by strong internal moderation and curriculum coherence.

Leadership is strategic and innovative, with a clear structure that empowers staff at all levels to drive improvement and sustain high performance across the school.

Students experience the full breadth and depth of the New Zealand Curriculum through specialist teaching and a strong emphasis on literacy and numeracy, supported by rich resourcing.

Teaching is consistently high quality, responsive to learner needs, and informed by ongoing evaluation, resulting in high levels of engagement and achievement.

Inclusive practices are deeply embedded, with systems that respond effectively to diverse learner needs, including international students, English language learners, and those requiring additional support.

The school builds strong relationships with whānau, external agencies, and professional networks, enhancing learning and reducing barriers to student success.

Evaluation is embedded across the school, with a shared understanding of its purpose and use of high-quality data to inform strategic decisions and improve outcomes.

Key priorities

Strengthen equity and excellence in student achievement.

Embed evidence-based teaching practices and ensure alignment of teaching programmes with updated curriculum and assessment requirements.

Prioritise regular attendance and sustain progress towards government targets.

Actions to bring about improvement

Within six months:

leaders and teachers embed structured teaching practices and implement required curriculum and assessment changes

Every six months:

leaders and teachers review strategies to lift achievement in reading, writing, and mathematics, with a focus on excellence and equity for all groups of learners

leaders and teachers monitor attendance strategies to sustain progress towards government targets

Annually:

leaders and teachers evaluate the impact of teaching practices and curriculum alignment on learner outcomes

the School Board and leaders allocate resources to support equity and excellence in achievement

the School Board reviews attendance data and resourcing to support regular attendance.

Expected outcomes

Structured approaches to teaching and learning are embedded and support consistent, high-quality instruction and align with curriculum and assessment requirements.

Equitable achievement outcomes in reading, writing, and mathematics that meet or exceed government targets.

Regular attendance meets or exceeds government target.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.

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

Provision for International Students

This section is about the provision of education for international students.

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there were 11 international students attending the school, and no exchange students.

All international students enrolled at the school live with the parents or designated caregiver. The school’s experienced and skilled staff in the International Student Department work in partnership with families to ensure students experience a supported, engaging and inclusive learning experience.

International students participate in all aspects of the school. They experience the depth and breadth of the New Zealand Curriculum and benefit from well-resourced and extensive opportunities outside the classroom.

Established and well-refined systems and processes ensure highly effective annual and ongoing review of the school’s provisions of pastoral care for international students.

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

17 September 2025

Read this report on ero.govt.nz →