Parkside Christian S D A School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 59
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 135 Tait Drive, Greenmeadows, Napier
- Territorial authority
- Napier City
- Phone
- 06-8448401
- office@parkside.school.nz
- Directions
- Get directions
Other schools nearby: schools in Napier · schools in Hawke’s Bay
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Uniform
- Required
Detailed information on uniform requirements are as follows: SummerGirls BoysBlue and red tartan skirt
- Required
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- In their words
- Educating for eternity through GROWTH is the foundational concept for the delivery of all aspects of the curriculum, both the sum of its parts and the underlying concept of GROWTH provide the analogy for life-long learning and connectedness.
- Special character
- As a Seventh-day Adventist School in New Zealand we embrace and commit to the vision of GROWTH as outlined below.
- Voluntary donation
- $100 per annum
Special Character Donation$100 per annum (voluntary) ($25 per term)
- $100 per annum
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 15
- Māori
- 2
- Pacific
- 10
- Asian
- 4
- MELAA
- 27
- Other
- 2
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 1 | 1 | 0 | 3 | 0 | 3 | 0 | 8 |
| Year 02 | 0 | 0 | 1 | 3 | 0 | 1 | 0 | 5 |
| Year 03 | 0 | 1 | 0 | 3 | 1 | 5 | 0 | 9 |
| Year 04 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 5 |
| Year 05 | 0 | 2 | 0 | 6 | 0 | 1 | 0 | 9 |
| Year 06 | 0 | 1 | 0 | 4 | 0 | 0 | 0 | 5 |
| Year 07 | 0 | 3 | 0 | 4 | 0 | 2 | 0 | 9 |
| Year 08 | 1 | 3 | 0 | 6 | 0 | 3 | 0 | 11 |
| Total | 2 | 11 | 1 | 34 | 1 | 15 | 0 | 61 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 1 | 0 | 3 | 0 | 3 | 0 | 8 |
| Age 06 | 0 | 0 | 1 | 2 | 0 | 1 | 0 | 4 |
| Age 07 | 0 | 1 | 0 | 4 | 0 | 4 | 0 | 9 |
| Age 08 | 0 | 0 | 0 | 5 | 1 | 1 | 0 | 6 |
| Age 09 | 0 | 2 | 0 | 6 | 0 | 0 | 0 | 8 |
| Age 10 | 0 | 1 | 0 | 4 | 0 | 1 | 0 | 6 |
| Age 11 | 0 | 3 | 0 | 4 | 0 | 2 | 0 | 9 |
| Age 12 | 1 | 3 | 0 | 4 | 0 | 3 | 0 | 9 |
| Age 13 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 2 |
| Total | 2 | 11 | 1 | 34 | 1 | 15 | 0 | 61 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Parkside Christian S D A School | 0% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Parkside Christian S D A School | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Parkside Christian S D A School | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 471
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 4 February 1978
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 3
- Last reviewed
- 4 December 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (2 February 2023)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 2 February 2023 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What this report states about the school
As stated in ERO’s report of 4 December 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 4 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
Parkside Christian S D A School is a state integrated Seventh-day Adventist primary school in Greenmeadows, Napier. The school provides education for learners in Years 1 to 8. Of the 60 students enrolled, 52% are South African, 24% are New Zealand European/ Pākehā , 10% are Samoan and 3% are Māori . Several other ethnicities make up the remainder of the school population.
The school roll includes significant number of students who have English as a second language. The school’s vision is Educating for Eternity through GROWTH - Godliness, Rich Relationships, Ownership of Mastery, Wisdom in Decision Making, Transformational Learning and Harvest.
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
The school expected to see close monitoring of the impact of professional learning on learner outcomes with a focus on equitable literacy outcomes for all learners, particularly for speakers with English as an additional language.
Findings
Since the previous ERO report the school has monitored learner outcomes over time. The impact of professional learning in structured literacy and mathematics is evidenced by expected learner progress. Achievement data is well analysed and informs classroom and school decision making. The Board is well informed about student progress and provides resourcing to further support English Language Learners. Additional support for these students and appropriate strategies results in most English Language learners meeting curriculum expectations over time.
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 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 is improving its reporting 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 1 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 becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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 is developing a suitable plan 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
Learners feel a strong sense of belonging and enjoy positive relationships with their teachers and classmates.
Teachers know their students well. Learners benefit from structured teaching practices in reading, writing and mathematics. Students who need extra help, including those who are learning English, are well supported to build the skills they need to succeed.
The school Board and leadership work closely with staff, students and the community to guide the school’s direction, making sure its special character and The New Zealand Curriculum are reflected.
Leaders set clear expectations for teaching and regularly check how well these are being met to improve learning. Teachers take part in professional learning and work together to trial new ideas that help students learn better.
Leadership is highly collaborative, seeking and valuing the views of parents and staff and feedback is used towards improving teaching and learning. High levels of relational trust and communication are evident across the school community.
The school is well organised with strong leadership and systems that support a positive learning environment.
Key priorities
Implement a clearly planned attendance strategy with specific actions and monitoring and include in annual planning.
Evaluate the impact of improvement strategies on learner progress and achievement with a focus on equity and excellence outcomes for learners at all levels of the school.
Evaluate the ongoing effectiveness of professional learning programmes on teacher practice and student outcomes schoolwide.
Further develop capability and capacity of all staff to integrate te reo Māori and tikanga Māori in the teaching and learning programmes to support learners' knowledge and skills.
Actions to bring about improvement
Every six months:
leaders track, monitor and review student attendance, adjust strategies as necessary and report to the Board and community
leaders and teachers monitor the consistency ofteaching and learning approaches in reading, writing and mathematics for alignment with curriculum and assessment requirements
leaders and teachers use progress and achievement data to evaluate the impact of professional learning programmes on student achievement outcomes
leaders and teachers review the integration of te ao Māori and tikanga Māori in classroom programmes, to support building teaching capability and embed teaching te reo Māori
Annually:
the school Board evaluate the impact of strategies used to further improve students’ regular attendance to inform decision making about next steps to improve attendance
the school Board, leaders and teachers evaluate the changes made to the school curriculum and the use of data to enhance achievement in literacy and mathematics
leaders and teachers evaluate the impact of their professional learning and teaching actions on student outcomes.
Expected outcomes
Regular student attendance meeting or exceeding the Government target.
Te ao Māori learning in the classroom and school life is evident.
Teachers and students using te reo Māori with greater proficiency.
Consistent schoolwide evaluation practices to understand the impact of the curriculum and teaching on learner outcomes and inform planning and strategic decision making.
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
4 December 2025
Read the full report on ero.govt.nz →
All 3 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).