Green Bay Primary School

What ERO wrote in its latest report

This is ERO’s report of 18 May 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

Green Bay Primary School is a Years 0 to 8 primary school, located in West Auckland and serves a diverse multicultural community. The school’s roll comprises 58% NZ European/ Pākehā , 37% learners of Asian heritage, with the remainder representing a wide range of cultural groups.

The school vision, ‘ Mauri tū mauri ora ; Live trees stand up’ , is well understood across the school community. This vision is enacted through three core expectations: Respect, Initiative and Positivity .

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

Expected improvements

The school expected to see stronger community connection, increased whānau engagement, greater student participation, and improved confidence in te ao Māori practices. Resulting in enhancing students’ sense of identity and belonging. The school also expected that regular whānau events would be well attended.

Findings

The school has strengthened partnerships with whānau and the wider community. Support from an external facilitator has enhanced connections leading to greater whānau engagement and increased student participation. Students now confidently participate in Māori cultural learning, including kapa haka and pōwhiri , reflecting clear improvement in cultural identity and belonging. Regular, well‑attended whānau events demonstrate a more connected and actively involved school community.

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 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 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 becoming more equitable for all groups of learners.

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

Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are 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.

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 has good quality planning to increase the rate of progress for all groups of students.

The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has significantly 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

Mutually respectful interactions between staff and students, and among students are evident.

Students experience settled, positive learning environments that are calm and focused teaching and learning. High expectations are consistently modelled and promoted to support positive learner behaviour, wellbeing and engagement.

Students participate in a wide range of curriculum opportunities that enrich and extend students’ learning experiences.

Positive relationships with the community and with whānau /families have been strengthened. Parents are valued as genuine partners in children’s learning.

Leaders intentionally foster an inclusive environment where students’ language, culture and identities are acknowledged, valued and affirmed.

A well-established leadership structure with clear roles and responsibilities support coherence and consistency across the school.

Key priorities

Improve use of internal evaluation to better inform targeted action for continuous improvement.

Consolidate and refine teaching, learning and assessment practices to align with the refreshed New Zealand Curriculum (NZC).

Increase rates of regular attendance.

Actions to bring about improvement

Within three months:

leaders establish internal evaluation processes to confidently guide ongoing improvement including identifying groups of learners, particularly in reading, who need their achievement accelerated

Within six months:

leaders and teachers review changes to assessment tools, guidelines and reporting templates to ensure consistent, coherent delivery of the NZC

Every six months:

leaders and teachers evaluate the impact of literacy and mathematics programmes and interventions on outcomes for learners and report to the Green Bay Primary School Board

teachers review the progress of groups of students, in reading, to develop further strategies that accelerate their learning

leaders, teachers and the school Board monitor progress against attendance targets and share key insights with families to strengthen collective responsibility for improvement

Annually:

leaders report to the school Board on outcomes of the school’s targeted action within the annual plan

leaders and teachers work together to evaluate school practices and processes to ensure they meet curriculum and assessment requirements and outcomes for learners.

Expected outcomes

High quality evaluation practice that improves outcomes for learners.

A well-established assessment cycle aligned to the curriculum.

Improved rates of regular attendance meet the Government target of 80%.

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 quality of the provision of education for international students enrolled at the school.

Findings

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 the review, there were 9 international students attending the school. International students are well supported through strong pastoral care, tailored learning programmes, and full integration into school life. International students have access to additional support, if required, such as English language learning.

School leaders maintain rigorous annual self-review processes. Leaders regularly collect feedback from parents and students to improve the international student experience and overall engagement at Green Bay Primary School.

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 May 2026

Read this report on ero.govt.nz →