Flaxmere Primary 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 411 — 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. February 2019

   451

   Counted while ERO’s review team was at the school. Education Review Office, report of 5 April 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 23 March 2026 — “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

Flaxmere Primary School provides education for learners from Years 1 to 8. The school roll is 424. Māori learners make up 64% of the roll, those with Pacific heritage 32%, New Zealand European/ Pākehā 6%, and Asian 2%.

The school offers four distinct learning pathways: Rumaki ( Māori immersion), Reo Rua (bilingual), Vasega Ole Gagana Sāmoa (Sāmoan medium), and Aunoa (English medium). Vasega Ole Gagana Sāmoa was established in 2022.

The vision of Flaxmere Primary School is to empower and inspire our tamariki through the TOA values of KIA TOA – be your best, KIA ORA – be well, KIA AKO – be a learner.

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, mathematics and pānui, tuhituhi, pāngarau.

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 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 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 needs to ensure a physically and emotionally safe learning environment.

Achievement in Years 1 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 small majority of learners meet or exceed the expected curriculum level. Results are 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 equitable for all groups of learners.

Rumaki/Reo Rua

Pānui Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Tuhituhi Less than a third of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Pāngarau A small 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.

Less than a third of learners attend school regularly.

The school is significantly 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.

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 and/or pānui , tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

Rumaki/Reo Rua outcomes and conditions to support learner success

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.

Learner success and wellbeing

Ākonga are consistently exposed to local Māori narratives and contexts, fostering meaningful learning and reo Māori proficiency.

Ākonga are immersed in a highly inclusive environment that supports them to be secure in their own identity, experience academic progress over time and holistic success.

Ākonga with additional needs benefit from local specialist and external support agencies that removes barriers and encourages participation.

Conditions to support learner success

The quality of te reo Māori instruction in rūmaki , embedded structured programmes in reo rua , localised kaupapa , and rich experiences outside the classroom contribute to improving learner outcomes.

Leadership and governance are highly relational, culturally fluent and growth focused, creating a strong foundation for staff and student success.

Leadership and kaiako actively acknowledge whakapapa and diversity to foster an environment where whānau aspirations and voices are seen, heard, and valued.

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

Learners benefit from consistent, data-informed assessment practices that guide targeted teaching and planning. Through a multi-tiered system for tracking progress, teachers respond effectively to learner needs, improving outcomes and ensuring next steps are purposeful and personalised.

Learners are developing deeper thinking and ownership of their learning through structured literacy and mathematics. They confidently engage in class and are increasingly able to articulate their learning journey.

Strong pastoral care focus and Positive Behaviour for Learning (PB4L) strategies aligned to the school’s TOA framework supports emotional and physical safety of Learners.

Robust team hui , high expectations balanced with empathy, and empowering feedback contribute to a positive and growth-focused environment across the school.

Key priorities

Refine and embed learning approaches for consistent practices and shared languages that support improved progress and achievement.

Strengthen curriculum integration through kaupapa -focused learning that deepens critical thinking and exposes ākonga to more opportunities of lived cultural experiences.

Refine Māori -medium targets and actions to strengthen teaching capability, with a focus on targeted staff development in Te Marautanga o Aotearoa and related programmes and assessments.

Strengthen reciprocal relationships with whānau so they are confident, informed, and actively engaged.

Formalise and document evaluation planning processes to support long-term, sustained improvement.

Implement strategies to improve levels of attendance.

Actions to bring about improvement

Within six months:

leadership and kaiako to plan and facilitate hui with whānau to co-design kaupapa driven learning, grounded in local iwi narratives and mātauranga Māori

leaders and teachers have in place targeted staff development related to Te Marautanga o Aotearoa

kaiako to collaborate with whānau to provide resources that support learning at home and reflect kura values and curriculum

leadership and kaiako to co-create an evaluation framework aligned with the school’s TOA values, including indicators for teaching quality, learner outcomes, and cultural responsiveness

leadership to complete alignment of the Ministry of Education’s Stepped Attendance Response (STAR) to the attendance plan of the school

Every six months

school leaders evaluate the effectiveness of attendance strategies and report to the School Board to inform response to data

school leaders report to the School Board progress and achievement information to inform decision making

leaders monitor and review targeted, ongoing professional learning for teachers, making improvements as needed to strengthen reo Māori capability and enhance teaching and learning

Annually:

leadership and kaiako evaluate kaupapa -driven learning against ākonga progress

kaiako evaluate the effectiveness of home learning resources gathering student and whānau views and respond accordingly

leaders analyse achievement in reading, writing and maths, report to the School Board, and use this data to set teaching and learning priorities for ongoing improvement

leaders evaluate impact and effectiveness of professional learning opportunities on ākonga outcomes through data analysis, classroom observations and monitoring the rates of progress of all ākonga in rūmaki and reo rua

leadership to conduct a comprehensive review of evaluation outcomes to inform continued planning for improvement

leadership track, monitor and report on effectiveness of attendance strategies.

Expected outcomes

Higher regular attendance levels and reduced chronic absence.

Improved progress, achievement and equity of outcomes for all learners.

Increased cultural learning experiences for ākonga .

Whānau empowered to be active learning partners.

Embedded evaluation planning processes to support long-term, sustained 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 has identified the following areas of non-compliance during the board assurance process:

ensure all applicants appointed to teaching positions are registered and those employed to teach are holders of a limited authority to teach [Education and Training Act 2020, sections 599-600, section 93(1)]

ensure all procedures of the school’s child protection policy are followed. [Children’s Act 2014]

The board has taken steps to address 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 Let’s continue to work together for the greater good of all children

Sharon Kelly Director of Schools

23 March 2026

Read this report on ero.govt.nz →