Paihia School

What ERO wrote in its latest report

This is ERO’s report of 9 December 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

Paihia School provides education for learners in Years 1 to 8. The school roll is currently 157, and almost 50% of students identify as Māori . The school’s vision is ‘ Kia hui ako tahi tatou hei kawenga atu mo ngā ra e tu mai nei ’ - together we learn and prepare for the future.

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 evaluated how well the school accelerated student achievement in reading, writing and mathematics to reach achievement targets. The school expected to see equitable student progress and achievement through the impact of collaboration, quality assessment and moderation practices. As a result, all student outcomes would improve, and there would be accelerated learning for targeted cohorts that needed extra support. Furthermore, teaching and learning should respond and connect to students’ languages, and cultures, and enable students to make choices about their learning.

Findings

The school has made sustained progress against these expected outcomes, with targeted reading, writing and mathematics interventions leading to an increase in accelerated learning. Students have a strong sense of belonging and they can talk about their learning and progress. Robust assessment and teacher collaboration underpins these positive shifts.

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 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 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 equitable for all groups of learners.

Mathematics A large majority of 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.

Less than half of learners attend school regularly.

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

The school is developing 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.

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.

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 at Paihia School experience a curriculum with a wide range of learning opportunities with a consistent focus on accelerated teaching and learning practices in reading, writing and mathematics. An emphasis on te reo Māori and tikanga Māori underpin positive conditions for learning.

Teachers plan collaboratively and have high expectations for all learners, celebrating their cultures and identities to promote engagement.

An experienced leadership team and school Board have a clear strategic direction and partner with the school community to enable a sustained focus on improving learner outcomes.

Key priorities

Embed structured programmes to further improve outcomes for learners in writing.

Monitor and evaluate the impact of structured mathematics programmes on learner outcomes.

Further refine and consolidate high quality teaching and assessment practices.

Continue to improve regular attendance rates for all learners to meet the government’s target.

Actions to bring about improvement

Within three months:

leaders implement targeted strategies to improve attendance

leaders and teachers implement targeted writing programmes across year levels

Within six months:

leaders monitor the consistency and effectiveness of programmes through regular team discussions and progress tracking

leaders develop and begin implementing a framework to monitor the delivery and early impact of structured literacy and mathematics programmes

teachers and leaders review current assessment tools and practices to ensure alignment with curriculum expectations and schoolwide consistency in high quality teaching

Annually:

leaders evaluate the effectiveness of curriculum and programme changes on learner outcomes and report findings to inform strategic planning

leaders review how well assessment practices inform teaching and learning programmes and embed effective approaches to further improve learner progress and teaching

the school Board and leaders evaluate the effectiveness of attendance initiatives and further strengthen partnerships with whānau to sustain improvements in regular attendance and reduce chronic absences.

Expected outcomes

Improved outcomes for all learners in writing and mathematics.

Clarity and consistency in high quality structured programmes and effective use of assessment.

Sustained improvements in regular attendance.

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

9 December 2025

Read this report on ero.govt.nz →