Kelston 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 301 — 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 2017

   297

   Counted while ERO’s review team was at the school. Education Review Office, report of 5 May 2017

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 5 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

Kelston School provides education for students in Years 1 to 6 and has a roll of 322. The student population includes 50% of students identifying as Pacific, 26% as Asian and 20% as Māori . The school’s vision is to develop capable learners who are able to communicate, collaborate and think critically and creatively to become successful members of the global community .

The school includes a senior all-boys’ class and hosts two satellite classes from Ko Taku Reo .

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 evaluated how effectively the localised curriculum supports responsive and equitable student learning outcomes, positive connections and relationships.

The school expected to see students authentically and actively engaged in their learning, an explicit and responsive focus on student language, culture and identity through the school’s localised curriculum, and collaborative teacher practices that focused on strengthening the resilience and achievement of all students. The school also expected to see formative assessment practices fully embedded and consistently applied by teachers, and continued educationally powerful connections and communication with parents, families, whānau and iwi .

Findings

Since the 2023 ERO report, leaders and teachers have implemented substantial changes across a range of areas. School development is strategically guided by actions in the annual plan, providing a clear pathway for continual improvement.

Leaders and teachers engaged in professional learning to strengthen curriculum development. They continue to build a broad curriculum alongside a structured approach to literacy and mathematics. Staff embedded a systematic approach to collaborative planning. Formative assessment practices are guided by a consistent, schoolwide schedule that incorporates rigorous data analysis and moderation. Consultation with students, parents, whānau Māori, and iwi is ongoing and well documented.

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 Most learners meet or exceed the expected curriculum level. Results are 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 A large 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 half of learners attend school regularly.

The school is behind the target of 80% regular attendance.

The school has a suitable plan in place to improve attendance.

Regular attendance is not yet improving towards or beyond the target.

Chronic absence is not yet 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.

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.

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 experience a positive school culture that prioritises wellbeing and responds to diverse needs, ensuring learners feel valued, supported and able to succeed.

Staff establish strong relational trust across all levels of the school, creating a collaborative learning environment that supports learner achievement and fosters resilience.

An experienced senior leadership team communicates well, shares responsibilities, and uses time efficiently to ensure cohesive decision‑making and sustained school improvement that benefits learners.

Leaders and teachers gather, analyse and effectively use achievement data to inform teaching and learning next steps.

Teachers implement structured literacy approaches schoolwide and are actively developing a structured approach to mathematics, ensuring consistency of practice, assessment and reporting.

Staff promote an inclusive environment through approaches and programmes that provide targeted support for learners with additional needs.

The Kelston School Board has robust governance processes and maintain clear lines of sight across all aspects of school operations, enabling them to make evidence-based strategic decisions that align with the school’s priorities.

Key priorities

Improve regular attendance of all students.

Increase student achievement in reading, writing and mathematics.

Strengthen internal evaluation systems to evaluate the impact of teaching initiatives on student achievement.

Actions to bring about improvement

Within six months:

leaders review the attendance action plan and strategies, identify next steps and adjust as needed

Every six months:

leaders monitor and report to the Board on the impact of specific strategies used to improve regular attendance rates and further actions needed to support improvements

teachers review and report on student progress and achievement, using data to evaluate the effectiveness of teaching initiatives and inform ongoing professional learning needs

leaders and teachers review the implementation and impact of internal evaluation systems on learner progress and achievement outcomes

Annually:

the Board and leaders evaluate patterns in attendance for all learners and use this information to identify next steps

leaders conduct a comprehensive review of student progress and achievement data to inform future resourcing decisions

leaders and teachers review how well internal evaluation systems work to find out which practices and initiatives help learners most.

Expected outcomes

Improved rates of regular attendance for all students.

Increased progress and achievement outcomes in reading, writing and mathematics.

Embedded systems and processes for internal evaluation that ensure sustainability of improved student outcomes.

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

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

5 February 2026

Read this report on ero.govt.nz →