Paraparaumu 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 305 — 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. August 2019

   283

   Counted while ERO’s review team was at the school. Education Review Office, report of 5 November 2019

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 12 September 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

Paraparaumu School provides education to students in Years 1 to 8. On the roll of 336 students, 77% identify as Pākehā /New Zealand European, and 116 learners identify as Māori .

The school’s vision ‘Learning to Fly’ is underpinned by the PART values of ‘Positive, Aroha , Respect and Turangawaewae’.

The three classes in the school’s level 2 bilingual unit, Te Whānau Kotuku, were not reviewed at this time.

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

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? 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 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.

How well does the school include all learners and promote their engagement and wellbeing? The school is taking steps to improve 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 is improving its collection and use 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 65% 65 to 79% 80 to 90% Over 90%

Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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 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 small 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 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 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 making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

Support

During the course of this review ERO had concerns about the effectiveness of school leadership and made recommendations for intervention to the Secretary / Ministry of Education.

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

Students requiring additional support with their learning are identified and provided with effective assistance to access the school curriculum. The School Board receives feedback on how targeted resourcing is used to support learning.

Teaching and learning of structured literacy and mathematics is prioritised across all classes. Warm relationships are evident between teachers and students, with well-understood classroom routines promoting a good pace of learning.

A comprehensive range of professional learning and development, aligned to government and school priorities, is in place to support and grow teacher capability.

School and community events are well attended and provide opportunities to strengthen relationships with whānau and the school community.

Key priorities

Accelerate the progress and achievement of learners schoolwide to meet the Government’s 2030 achievement targets in reading, writing and mathematics.

Accelerate the progress and achievement of Māori students in reading and mathematics, boys in writing, and girls in mathematics.

Increase regular attendance of students

Strengthen school leadership to: clarify leadership roles and responsibilities shift the focus from managerial tasks to instructional and relational leadership effectively implement coherent schoolwide systems and processes implement a clear strategic approach to improving outcomes for students.

Actions to bring about improvement

Within three months:

the School Board and leaders develop a plan to strengthen leadership, identifying clear roles and responsibilities across the leadership team

leaders and teachers embed the school’s attendance plan to improve regular attendance

Within six months:

the School Board and leaders implement and action a coherent strategic plan to improve leadership

leaders and teachers embed the school plan to improve attendance

Every six months:

leaders analyse attendance and achievement information to know the impact of strategic planning and resourcing to inform next steps for learners and groups of learners

leaders and teachers regularly review initiatives used to raise attendance and plan actions for improvement for the next six months

Annually:

the School Board and leaders review schoolwide achievement in structured literacy and mathematics, including that of identified groups of learners; and strategically plan actions to improve achievement outcomes

the School Board and leaders evaluate the effectiveness of the attendance plan initiatives and develop a plan for the following year.

Expected outcomes

Effective school leadership that drives improvement.

Clear systems and processes are in place to improve outcomes for learners.

Improved student achievement outcomes, with accelerated progress in literacy and mathematics.

Improved regular attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meet 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

Actions for Compliance

ERO has identified the following areas of non-compliance during the board assurance process:

the school must ensure that child protection policies, procedures and guidelines are known and implemented [Section 18 and 19, Children’s Act 2014; Section 15 Oranga Tamariki Act 1989]

the school must ensure that safety checking of children’s workers, including identity checking for all staff, occurs [Sections 25,26 and 27 of the Children’s Act 2014, and regulations 5–8 of the Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]

the board must ensure that each school it administers is open for instruction on the number of half-days specified [Section 6(3) Education (When State Schools Must Be Open and Closed) Regulations 2024 – New Zealand Legislation].

The board has since addressed the areas of non-compliance identified.

Recommendation to the Ministry of Education

ERO recommends that the Secretary for Education/Ministry of Education consider intervention for specialist help as listed in section 171(1) of the Education and Training Act 2020 in order to bring about improvement in schoolwide leadership.

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

12 September 2025

Read this report on ero.govt.nz →