Spotswood Primary 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 204 — 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. October 2018

   321

   Counted while ERO’s review team was at the school. Education Review Office, report of 11 December 2018

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 13 March 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

Spotswood Primary School is located in New Plymouth and provides education for learners in Years 1 to 6. The school vision is: ‘ Me ako tātou - We are all learning together and is underpinned by the values of Aroha – learning to love yourself, others and the environment, Kōrero – knowing my story, your story and our stories, and Ora – being concerned for my own well-being, others and the environment.’

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 working towards equitable and excellent outcomes for all learners.

The majority of students achieve at or above curriculum expectations for reading; slightly less than half of students achieve expectations for writing and mathematics.

Since 2022, achievement information shows improvement for Māori learners in reading, writing and mathematics; continuing to raise achievement for students at risk of underachieving remains a priority for the school.

School practices are inclusive and support learners to have a strong sense of belonging.

A majority of students attend school regularly; the school is yet to meet the Government’s target and has strategies in place to lift attendance.

Conditions to support learner success

Leaders use evidence well to set goals, plan, monitor and evaluate the schools’ strategic improvement priorities.

Leaders involve learners, staff and whānau in strategic decision making to further improve progress, achievement and wellbeing.

Professional learning for teachers aligns with strategic goals to strengthen teaching practice that improves engagement and learning for students.

Leaders and teachers collaborate with whānau and the community to build and sustain high levels of relational trust.

Curriculum delivery and design effectively promotes learner engagement and provides meaningful learning opportunities.

Aspects of the school’s local context are increasingly reflected in the curriculum, providing opportunities for learners to learn in ways that are meaningful to them.

Teachers have embedded systems and processes for gathering and using a range of purposeful assessment information that informs and guide teacher planning and practice for all learners.

Staff intentionally integrate te reo Māori and tikanga Māori into teaching and learning, strengthening students' confidence in their identity as Aotearoa learners.

Effective systems and processes are clearly linked to the school’s strategic goals and targets.

Learners experience an inclusive learning environment that increasingly reflects the values and aspirations of the wider school community and promotes a positive school experience.

The board effectively represents and serves the community, ensuring that strategic planning aligns with community and mana whenua aspirations for learners.

Professional learning is linked to the school’s strategic goals to strengthen teaching practice and increase the confidence and capabilities of all staff.

Leaders and teachers are increasingly using te ao Māori through the school curriculum to promote students’ wellbeing, identities, languages and cultures.

Part B: Where to next?

The agreed next steps for the school are to:

increase the number of learners meeting or exceeding curriculum expectations in mathematics and writing, with a focus on equity for boys and for Māori learners

further strengthen teacher capability through high-quality, evidence-based professional development to improve learner outcomes in mathematics and writing

continue to integrate te reo Māori and mātauranga Māori to ensure that the community is reflected in the curriculum

continue to increase and monitor regular attendance through a range of strategies.

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

Within six months:

clearly identify teacher strengths and areas for development to facilitate targeted professional development in mathematics and writing

continue to engage in relevant professional learning to support improved learning outcomes in mathematics and writing for all learners

review strategies in place for increasing regular attendance.

Every six months:

monitor and evaluate progress in improving attendance and achievement outcomes in mathematics and writing for all learners

plan and implement ongoing professional learning opportunities to enhance teachers’ content knowledge in the teaching and learning of mathematics and writing

evaluate the effectiveness of deliberate interventions and chosen teaching strategies for targeted groups of learners, especially boys and Māori learners, to guide future actions.

Annually:

evaluate the impact of professional learning on teaching practice, progress and achievement and outcomes for learners to inform planning

evaluate the impact of attendance strategies in place and make changes as necessary

evaluate the progress of integrating te reo Māori and mātauranga Māori in teaching and learning

use internal evaluation findings to plan for further improvement in processes and practices that support increased student achievement and attendance.

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

improved achievement outcomes in mathematics and writing

improved regular attendance for all learners

strengthened teaching and learning across the school, leading to improved achievement outcomes for all learners in mathematics and writing

learners and teachers increasingly confident in their understanding and use of te reo Māori and mātauranga Māori.

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.

Sharon Kelly Acting Director of Schools

13 March 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 this report on ero.govt.nz →