Mt Roskill Primary School

What ERO wrote in its latest report

This is ERO’s report of 1 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

Mt Roskill Primary School provides education for approximately 600 learners in Year 1 to 6. The school serves a diverse community with 69% of learners identifying as Asian, 12% Pacific heritage and 6% of Māori descent. The school’s vision To be Active, Engaged, Successful Leaners is underpinned by six core values of Respect, Honesty, Friendliness, Curiosity, Perseverance and Excellence .

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

Expected improvements

The school expected to see learners confident in who they are, increasing agency and engagement through the rich learning model, and more equitable outcomes through strengthened assessment for learning practices. It also sought improved teacher inquiry, celebration of diversity, and greater responsiveness to stakeholder aspirations.

Findings

The school has made progress in addressing the expected next steps from the previous review.

Students are highly engaged in their learning and confidently articulate their goals. Leadership opportunities and regular cultural celebrations strengthen students’ sense of identity and belonging.

Leaders and teachers have continued to develop consistent assessment for learning practices; clarity of learning has been a key focus, particularly to support ESOL learners who make up the large majority of the school’s roll.

The school’s Curriculum Model, informed by the Science of Learning, promotes coherent and collaborative teaching practice.

Student and whānau voice is actively sought through surveys, hui , and fono , informing decision making and strengthening partnerships.

The school has reduced disparity for some learners at risk of not achieving. Further reducing disparity, particularly in writing and mathematics remains a key focus .

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 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 an increasingly 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 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 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 A large 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 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.

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 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

Positive, empowering relationships between learners and staff foster a strong sense of belonging, care and wellbeing.

Students are highly engaged in their learning and are well supported by teachers to know what they are learning and why.

Strategic and distributed leadership builds a collaborative culture among all staff driving ongoing and reflective conversations that strengthen teaching and learning outcomes.

Professional learning is well aligned to school priorities and effectively supports growth in teacher capability and practice.

Ongoing consultation and effective communication with whānau build strong, reciprocal and trusting partnerships that enable shared decision-making and reflect community aspirations.

Key priorities

Further strengthen teacher knowledge and understanding of the curriculum and assessment changes focusing on increasing equitable outcomes for all learners in writing and mathematics.

Embed internal evaluation processes across the school to further support effective strategic decision-making and continuous improvement.

Enhance the analysis and use of behaviour and wellbeing information in the Endeavour Centre, using identified trends and patterns to guide targeted strategic decisions, interventions and resourcing.

Further improve regular attendance for learners .

Actions to bring about improvement

Within three months:

leaders review systems and processes in the Endeavour Centre to ensure behaviour and wellbeing data can be easily tracked, analysed and responded to

Within six months:

leaders design a schoolwide approach to evaluation that formalises and strengthens existing practices

Every six months:

leaders and teaching staff engage in professional learning to build capability in delivering and assessing learners against literacy and mathematics curriculum

leaders and teachers analyse student progress and achievement data to monitor the effectiveness of actions taken to accelerate progress for priority learners

leaders use a range of information to monitor and guide decision making and resourcing within the Endeavour Centre

leaders and the Board review the effectiveness of existing attendance initiatives to plan next steps for improvement

Annually:

leaders and teachers review the implementation of the curriculum changes and evaluate progress of priority learners in literacy and mathematics

leaders report on achievement and attendance information to the Board, sharing next steps and emerging priorities with the school community

leaders review and refine schoolwide evaluation systems in consultation with staff.

Expected outcomes

Responsive teaching and assessment practices aligned to the curriculum are embedded schoolwide, resulting in improved progress and equitable outcomes for all learners.

Strengthened data analysis and evaluation within the Endeavour Centre to guide resourcing, professional development and targeted support.

Embedded schoolwide evaluation systems driving continuous improvement in learner outcomes.

Improved rates of regular attendance for all learners.

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.

No international students were enrolled at the time of the ERO review.

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

1 May 2026

Read this report on ero.govt.nz →