Greenacres School

What ERO wrote in its latest report

This is ERO’s report of 16 February 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

Greenacres School, located in Tawa , provides education for learners from Years 1 to 6. The school has a roll of 176 students, with 51% identifying as New Zealand European/ Pākehā, 23% as Asian, 13% as Māori, and 10% as Pacific.

The school has a vision of ‘Growing future-ready tamariki in our mana-enhancing community’ and this is underpinned by their ‘ MANA ’ values of Manaakitanga, Mātauranga, Rangatiratanga and Hauora .

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 January 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on evaluating how effectively the hauora and learning for tamariki is supported and enhanced. It expected to see schoolwide decision-making that directs and aligns strategic direction, enhances teacher practices and whānau learning partnerships.

The school has made significant progress through the development of a comprehensive local curriculum, created in consultation with the community, and the introduction and embedding of the school’s ‘ MANA ’ values of Manaakitanga, Mātauranga, Rangatiratanga , and Hauora . These initiatives underpin teaching, learning, and relationships across the school, providing a shared framework that enhances wellbeing, learning outcomes, and collaborative partnerships.

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 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 1 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 64% 65 to 79% 80 to 90% Over 90%

Reading A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics Most 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.

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.

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 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.

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

Leaders work collaboratively with a clear vision and ongoing commitment to excellence , gathering aspirations from parents and whānau to set strategic goals that promote successful outcomes for all learners.

Learners feel a strong sense of belonging and pride, fostered by the school’s ‘ MANA ’ values, positive relationships, and inclusive culture; a locally connected curriculum provides meaningful learning opportunities.

Leaders and teachers know their students well and use robust systems to identify and support those with additional or complex needs through targeted programmes and interventions.

Consistent, evidence-based teaching practices in literacy and mathematics, supported by strong curriculum leadership and strategically planned professional development (including coaching), have improved achievement and strengthened teaching and leadership capacity.

The Board uses accurate reporting to allocate resources effectively and support learner and staff needs; evaluation for improvement is embedded school-wide and guided by high-quality evidence.

Leaders and the Board prioritise care of the environment and have created vibrant spaces that honour whānau and community.

Key priorities

Align and embed the refreshed English and mathematics curriculum teaching and learning programmes.

Enhance achievement outcomes for all learners and reduce disparity between groups of learners in reading, writing and mathematics.

Improve regular attendance.

Actions to bring about improvement

Every six months:

leaders report progress on curriculum alignment and intervention outcomes to the Board, including achievement and attendance data

leaders evaluate the impact of interventions on reducing achievement disparities and adjust strategies as needed

the Board and leaders review attendance trends and refine actions to meet or exceed the 80% regular attendance target

Annually:

the school Board evaluate the impact of strategies used to further improve students’ regular attendance to inform decision making about next steps to improve attendance

the school Board, leaders and teachers evaluate the changes made to the school curriculum and use data to provide a comprehensive analysis of achievement outcomes and equity progress for all learner groups

review and update the school’s strategic plan to reflect progress and next steps for curriculum, achievement, and attendance priorities.

Expected outcomes

The school curriculum aligns with The New Zealand Curriculum and assessment requirements.

Increased achievement and reduced disparity in reading, writing, and mathematics for all learner groups.

Regular attendance meets or exceeds the 80% Government target.

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

The board has identified the following areas of non-compliance during the board assurance process:

ensure that policy and procedures for police vetting of all staff are followed (Children's Act 2014, Education and Training Act 2020, Health and Safety at Work Act 2015).

The Greenacres School Board has taken steps to address the area 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

16 February 2026

Read this report on ero.govt.nz →