Richmond School (Napier)

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 67 — 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. November 2018

   129

   Counted while ERO’s review team was at the school. Education Review Office, report of 29 January 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 11 April 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.

About the School

Richmond School located in Napier provides education for students in Years 1 to 6. The school roll is currently 53. Māori learners make up 81% of the roll with a further 11% of students of Pacific heritage. The school’s vision for learners is Kia tu, Kia Maia - stand tall, be confident is underpinned by the core values of Whanaungatanga, Manaakitanga and Kaitiakitanga .

How well placed is the school to promote educational success and wellbeing?

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 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 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 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 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 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

Reading Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Attendance

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.

Chronic absence is reducing over time.

Assessment

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

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 for 2030 and agrees this will need to be a key strategic priority.

Part B: Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

Leadership collaborates with the board, staff, whānau and students to improve the overall attendance for all learners.

Students learn in an inclusive environment that successfully differentiates learning to meet student needs. They are engaged in their learning and a strong sense of belonging and wellbeing is evident.

Learners benefit from structured teaching practices in reading, with improvement significant for Years 4 to 6. The implementation of a structured mathematics programme is underway. A wide range of learner support and enrichment programmes are offered within a curriculum designed to make the most of learning opportunities .

A strong culture of inquiry is evident. Teachers work collaboratively and regularly use achievement information and evidence to inform teaching and learning, monitoring the impact of their actions.

Professional learning opportunities are clearly aligned with the school’s improvement goals and learner needs. Organisational conditions including leadership, policies, systems process practices, work together to ensure that these are employed consistently across the school.

Key priorities and actions for improvement

The agreed next steps for the school are to:

sustain the current gains in regular attendance by monitoring and analysing patterns of attendance and work with the community to understand the impact of absences on progress and achievement

further strengthen and evaluate the use of achievement and assessment data to inform practice in writing and mathematics across the school

seek further opportunities to meaningfully engage with whānau in development of reciprocal learning partnerships to support learner success and achievement

strengthen the new board’s understanding of their governance roles and responsibilities.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within three months:

all board members undertake training to support understanding of their roles and responsibilities, including requirements to meet legislative obligations

Every six months:

analyse learners’ attendance, progress and achievement information to inform their next steps and respond to any differences amongst groups of learners

use data to review the effectiveness of writing and mathematics programmes to gauge the progress of all learners

Annually:

leaders gather relevant attendance and engagement information, including from the school community, to evaluate the impact of their actions in addressing regular school attendance

leaders gather information in relation to learner progress to evaluate the impact of strategies on learner success; this information is to include analysis of teaching practice, attendance and whānau voice.

Actions taken against these next steps are expected to result in:

improved and equitable learner outcomes in reading, writing and mathematics

meeting or better than meeting the Ministry of Education target for regular attendance

reciprocal learning partnerships, between parents, whānau and the school that demonstrate whanaungatanga and manaakitanga , and establish relevant goals that promote learner success

strong governance by the board that fulfils its legislative requirements and governance obligations.

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

During this review the Board has attested to some 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 and the board have identified the following area of non-compliance during the board assurance process:

ensure that an adequate number of staff are trained to administer first aid. [Health and Safety at Work (General Risk and Workplace Management) Regulations 2016, Section 13 Duty to provide first aid (2)]

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

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three 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 (Acting)

11 April 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Read this report on ero.govt.nz →