New Plymouth Adventist Christian School

What ERO wrote in its latest report

This is ERO’s report of 13 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

New Plymouth Adventist Christian School provides education for learners in Years 1 to 8. Of the 57 learners who attend the school 49% identify as Pākehā /New Zealand European, 22% as Asian, 20% identify as Middle Eastern, Latin American or African, 12% identify as Māori and 11% of Pacific heritage.

The school is guided by the vision, Growing confident children, actively involved in lifelong learning, connected to God and their community. The G.R.O.W values – Grow in God, Respect, Ownership and Wisdom , underpin the 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 February 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

Leaders and the New Plymouth Adventist Christian School Board focused on working with parents and whānau to increase their understanding of the provision of education and gather stake holder aspirations. The school provided opportunities for the community to attend and participate in meetings and events at which information about teaching and learning was shared.

Findings

School-based events are well attended and allow for the sharing of information and gathering of community responses to surveys and questionnaires. Leaders and the school Board create strategic and annual implementation plans that reflect the expectations of the New Zealand Curriculum and are responsive to community aspirations for education.

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 reasonably 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 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 Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

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

Mathematics Most 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 small majority 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 improving towards or beyond the target.

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 is developing 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 meeting Government reading, writing and mathematics targets set 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

Learners experience a caring, inclusive learning environment aligned to the school’s vision and values.

Teachers use structured approaches to teaching foundational literacy and mathematics, with regular opportunities for learners to apply their learning across the curriculum.

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

Professional learning is purposeful and collaborative, supporting teachers to reflect on and develop their practice to meet the needs of learners.

Leaders implement organisational systems and processes that promote consistency in practices; progress and achievement information is used well to guide decision making.

Leaders, staff and the school Board work proactively with parents and whānau to develop partnerships to facilitate and support learners’ attendance, achievement and wellbeing outcomes.

Key priorities

Improve attendance to meet the Government target of 80% regular attendance.

Align school assessment procedures with requirements of the revised New Zealand Curriculum .

Use an evidence-based approach to measure the impact of initiatives on improving learner outcomes.

Actions to bring about improvement

Within six months:

leaders review and adjust the schools’ literacy and mathematics assessment schedule and procedures to include revised New Zealand Curriculum requirements

Every six months:

leaders review attendance information and report on progress made toward the Government’s regular attendance target

leaders and teachers gather evidence to evaluate the effectiveness of school initiatives designed to accelerate the progress of groups of learners

Annually:

leaders and the school Board review student 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.

Assessment systems are aligned to the New Zealand Curriculum .

Effective internal evaluation that supports ongoing school improvement.

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

13 May 2026

Read this report on ero.govt.nz →