Milson School

What ERO wrote in its latest report

This is ERO’s report of 21 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

Milson School has 376 students in Years 1 to 6 of which 36% identify as Māori, 33% as New Zealand European / Pākehā , 24% are Asian and 4% of Pacific heritage. The school is guided by the vision , ACE – Active, Connected, Empowered. The PRIDE values of Participation, Respect, Integrity, Determination and Empathy , underpin the schools vision .

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

Expected improvements

The school focused on achieving equity and excellence for all learners through a responsive curriculum. The school expected to see increased community engagement and professional development for teachers strengthening teaching and learning in mathematics and assessment to effectively respond to the needs of all learners.

Findings

Participation in professional learning has contributed to teachers understanding and delivery of the school’s mathematics curriculum. Responsive teaching and learning are becoming embedded in the curriculum schoolwide to effectively respond to the needs of all learners.

A range of initiatives, in partnership with whānau , have been implemented to support learners’ successful transition to school. There is a consistent and ongoing focus on improving student progress and achievement in reading, writing and mathematics, outcomes are monitored using reliable assessment practices.

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.

A large majority of learners enter Milson School School significantly behind the expected curriculum level. The school’s efforts are well focused on accelerated progress.

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 and mathematics.

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 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 0 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 Less than half of learners meet or exceed the expected curriculum level. Results are not yet 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 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 behind the target of 80% regular attendance.

The school is yet to have a suitable plan 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.

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.

In recent years, the school has experienced significant growth in the number of students with additional needs and students learning English as an additional language. The large majority of these learners are working at the foundation stages of their language journey. This has an impact on schoolwide progress and achievement information.

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 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 are supported by well-considered initiatives that prioritise their transition to school, inclusion, well-being and sense of belonging.

Learners experience a curriculum that uses structured approaches to teaching literacy and mathematics foundational skills. They have regular opportunities to demonstrate and apply new learning.

Teaching practice and programmes of learning are purposeful, increasingly collaborative and responsive to students’ interests. Procedures and systems are in place to evaluate the quality of teaching and programmes.

Learners requiring additional support participate in effective, well-resourced programmes and interventions that address needs and reduce barriers to learning.

Teachers participate in professional learning that aligns to the school’s strategic goals and increases their collective ability to meet learners’ needs.

Leaders implement organisational systems and processes that promote consistency in practices across the school. Progress and achievement information is increasingly used to guide decision making.

Leaders, staff and the school Board proactively develop effective partnerships with parents and whānau to maintain an inclusive culture aligned to the school’s vision and values.

Key priorities

Improve and sustain regular attendance.

Accelerate progress and achievement in literacy and increase equity for identified groups of learners.

Embed structured literacy practices schoolwide.

Review and align the school’s mathematics programme to new curriculum requirements.

Actions to bring about improvement

Within three months:

leaders and staff develop and implement an attendance plan

leaders and teachers establish improvement targets for boys and Māori learners in literacy

Within six months:

teachers participate in ongoing professional learning to support the consistent and effective use of structured literacy teaching practices

leaders and teachers increase understanding of new curriculum requirements and start a review of the school’s current delivery of mathematics

Every six months:

leaders monitor and report on the effectiveness of the school’s plan to raise regular attendance

leaders and teachers evaluate the impact of initiatives implemented to accelerate progress and achievement in literacy, with a focus on improvement outcomes for boys and Māori learners

Annually:

leaders evaluate the quality and consistency of structured literacy teaching practices to guide future professional learning and improvement planning

leaders and the School Board review attendance, progress and achievement outcomes and use this information to report to parents and inform strategic planning and resourcing decisions.

Expected outcomes

Regular attendance increases to meet the Government’s attendance target.

Improved and equitable literacy progress and achievement outcomes.

Effective teaching and learning practices aligned to New Zealand curriculum expectations.

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

21 November 2025

Read this report on ero.govt.nz →