Gracefield 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 207 — 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. December 2018

   247

   Counted while ERO’s review team was at the school. Education Review Office, report of 7 February 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 18 November 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

Gracefield School provides education for students from Years 0 to 6. 48% of students are Pākehā | New Zealand European, 17% of student identify as Māori , 17% Asian and 11% Pacific. The school’s vision is Learners are connected, creative and inspired to make a difference and its values are Empathy, Positive Choices, Inquisitive and Communicate.

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? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.

What is the quality of teaching and learning? The school is improving teaching and learning.

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 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 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 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 not yet equitable for all groups of learners.

Writing Less than half 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.

The 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 uses an appropriate approach and reliable practices to 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 not 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 not 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 of the report provides more detail for the school to include in 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

Student engagement in learning is supported by a focus on wellbeing, supported by programmes that promote a positive school culture.

Students express a strong sense of belonging and pride in their school. The school values are well established, visible and understood by understood by students and staff.

Leaders develop well considered school-wide systems and expectations to improve teaching, learning and student achievement. Staff are included in decision making.

Leaders have identified the next steps to raise student achievement.

Leaders have developed strong connections with the local marae and strengthening relationships with local iwi and whanau .

Leaders are supporting the incorporation of cultural competencies into wellbeing and teaching and learning programmes.

Key priorities

Improve the quality of teaching to accelerate student achievement in reading, writing and mathematics.

Provide targeted professional learning and development to support teachers to accelerate student achievement.

Evaluate schoolwide systems to guide decision making and school improvement.

Improve regular attendance.

Actions to bring about improvement

Within three months:

leaders and teachers continue to review learners’ attendance, progress and achievement data to better respond with targeted interventions for identified groups of students

leaders and teachers review how well the quality of teaching is accelerating learning and identify professional development for teachers as needed

Within six months:

leaders and teachers evaluate the impact of interventions on accelerated student achievement

leaders provide teachers with professional learning to improve outcomes for students

leaders and teachers use achievement information to inform teaching practices across the school

Every six months:

leaders and teachers review the impact of evidenced-based, responsive teaching and learning on student progress and achievement and plan next steps

Annually:

leaders evaluate the impact of evidenced-based teaching, including interventions for accelerated progress and achievement to plan next steps

the School Board and leaders analyse attendance, achievement and wellbeing outcomes and report to the community to support improvement

leaders consult with whānau, students and teachers to identify school priority actions and strategic goals.

Expected outcomes

Sustained accelerated progress and achievement for all students that is tracked over time.

Leaders and teachers use student data effectively to inform teaching and learning programmes.

Consistent and effective teaching and learning that promotes high levels of engagement, attendance, and equity in achievement outcomes for all students.

Regulatory and Legislative Requirements

This section of the report is about how the school meet 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:

obtained a police vet for every person who works at the school during normal school hours. [Education and Training Act 2022, Section 104]

The Board has since 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

18 November 2025

Read this report on ero.govt.nz →