Russell School (Porirua East)
Contributing · State
- Year levels
- 1–6
- Total roll
- 112
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 18 Fantame Street, Cannons Creek, Porirua
- Territorial authority
- Porirua City
- Phone
- 04-2357956
- admin@russellschool.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 9
- Māori
- 37
- Pacific
- 83
- Asian
- 12
- MELAA
- 7
- Other
- 0
- 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 | 6 | 12 | 2 | 0 | 0 | 1 | 0 | 18 |
| Year 02 | 3 | 12 | 2 | 0 | 0 | 1 | 0 | 14 |
| Year 03 | 10 | 20 | 4 | 0 | 0 | 0 | 0 | 26 |
| Year 04 | 6 | 12 | 1 | 0 | 0 | 2 | 0 | 15 |
| Year 05 | 4 | 13 | 3 | 2 | 0 | 2 | 0 | 19 |
| Year 06 | 3 | 10 | 1 | 0 | 0 | 1 | 0 | 12 |
| Year 07 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 32 | 80 | 13 | 2 | 0 | 8 | 0 | 105 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 11 | 1 | 0 | 0 | 1 | 0 | 16 |
| Age 06 | 3 | 13 | 2 | 0 | 0 | 1 | 0 | 15 |
| Age 07 | 8 | 14 | 4 | 0 | 0 | 0 | 0 | 19 |
| Age 08 | 7 | 16 | 2 | 0 | 0 | 2 | 0 | 21 |
| Age 09 | 5 | 16 | 3 | 1 | 0 | 2 | 0 | 21 |
| Age 10 | 3 | 9 | 1 | 1 | 0 | 1 | 0 | 12 |
| Age 11 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 32 | 80 | 13 | 2 | 0 | 8 | 0 | 105 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Russell School (Porirua East) | 0% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| 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%
| Russell School (Porirua East) | 0% |
|---|---|
| Wellington Region | 2.6% |
| Contributing | 3.5% |
| State | 4.5% |
| 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%
| Russell School (Porirua East) | 0% |
|---|---|
| Wellington Region | 0.9% |
| Contributing | 1.5% |
| State | 1.9% |
| 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)
- 509
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 16 November 1858
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
- 4
- Last reviewed
- 10 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (10 February 2025)
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 10 February 2025 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.
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 112 — 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.
September 2017
136
Counted while ERO’s review team was at the school. Education Review Office, report of 30 October 2017
July 2014
125
Counted while ERO’s review team was at the school. Education Review Office, report of 9 September 2014
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 10 February 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Russell School ( Porirua East), located in Wellington, provides education for learners in Years 1 to 6. The school’s vision, “Our purpose is to connect across the community, for greater combined strength, ensuring the voice of the children, and whānau action their own learning and development, reflecting our identity and culture” is underpinned by the school’s HEART values of Honesty, Empathy, Aroha , Respect and Teamwork, and the Porirua East Kahui Ako ’s VAI vision of Voice, Action and Identity.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The school is yet to collate and analyse student achievement data against expected curriculum levels.
Schoolwide data on the progress and achievement of learners against expected curriculum levels is not evident.
Classroom teachers track and monitor individual learners progress, but schoolwide achievement information is not analysed to know the impact of teaching and learning on learner outcomes.
Regular attendance is lower than the Ministry of Education 2024 target, with less than half of learners attending school regularly; staff work with whānau and external agencies to support the regular attendance of students.
Conditions to support learner success
Leadership is being strengthened to foster a culture committed to collaboration, quality teaching and improved outcomes for learners.
Leaders create a positive environment that is inclusive, values diversity and promotes student wellbeing for learning.
Leaders report student results from standardised testing and the progress and achievement of target students to the board; reporting progress and achievement against curriculum levels is needed to enhance the board’s ability to target resourcing to those learners who need this.
A strong commitment to increasing student attendance is evident with ongoing wrap-around support and initiatives in place; including this focus in the school’s strategic planning to ensure continued monitoring of the impact of these is a next step.
Teachers adapt and use teaching strategies to provide purposeful and well-paced learning opportunities.
Culturally responsive teaching and learning experiences support engagement in learning; appropriate professional development supports this.
Teachers foster positive classroom relationships that empower students to ask for help with their learning when they require this.
Learners with additional needs are well supported and make progress against appropriately challenging goals set in their individual education plans; external agencies are involved when needed.
Key school conditions promote students’ wellbeing and engagement in learning.
The school’s HEART and VAI values are evident across all aspects of school life and underpin the inclusive response that enhances students’ attendance, wellbeing, engagement and learning.
Orderly and well-resourced learning environments foster student engagement; the board appropriately resources equipment to support active participation in learning opportunities.
Teachers integrate te reo Māori and tikanga Māori in classroom environments promoting success for Māori ākonga ; all staff respond culturally to tangata tiriti and tangata moana , strengthening their commitment to Te Tiriti o Waitangi .
Deliberate actions are in place to strengthen positive relationships with whānau and the school community; developing stronger learning partnerships with whānau is an area of focus for the school.
Part B: Where to next?
The agreed next steps for the school are to:
collate and report schoolwide student progress and achievement against curriculum levels to the board, enabling them to identify trends and patterns and respond to support the acceleration of learners who need this
strengthen assessment practices to provide stronger evidence of the impact of teaching and learning, and to inform teaching to accelerate learning
continue the focus on increasing the regular attendance of learners through strategic planning and wrap-around support
continue to extend the strong relationships with whānau into reciprocal learning partnerships to promote ongoing improved outcomes for learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
ensure that 2024 end-of-year student data is collated, and schoolwide student progress and achievement against curriculum levels is analysed and reported to the board to inform the strategic direction of the school
ensure that the regular attendance of students continues to be a priority by including this in upcoming strategic planning.
Every six months:
continue to analyse attendance and achievement information to know the impact of strategic planning and resourcing to inform next steps for learners and to respond to any areas that require acceleration
continue to work with whānau and external agencies to promote the regular attendance of learners.
Annually:
review and report the impact of teaching and learning programmes on achievement outcomes to know what has been successful and what needs further improvement to inform ongoing strategic direction
analyse and report attendance patterns and trends to inform the ongoing planning for improving the regular attendance of learners.
Actions taken against these next steps are expected to result in:
clear and coherent student progress and achievement information, to inform next steps for learners and to respond to any disparity identified
students progressing and achieving against the curriculum, and attending school regularly
reciprocal learning partnerships between parents, whānau and the school that inform strategic direction and planning and support learner success.
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 Evaluation 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
Shelley Booysen Director of Schools
10 February 2025
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 4 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).