St Martins School

What ERO wrote in its latest report

This is ERO’s report of 16 February 2026 — “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

St Martins School provides education for students in Years 1 to 8. The school roll of 520 includes 91% of learners who are New Zealand European/ Pākehā , 11% identify as Māori, and 10% Asian. The school vision is Kia maiangi awe ake te mātauranga | Inspiring a passion for learning supported by the values of Caring | Aroha , Respect | Manaaki , Responsibility | Haepapa and Personal Best | E Ranga.

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 aimed to evaluate how effectively its initiatives strengthen the learning climate, ensuring that teachers’ and leaders’ practices cater well for all learners. They expected to see a learning environment that is consistently positive and culturally responsive, promoting engagement and achievement for every learner.

Findings

The school implemented a consistent framework and practices to foster positive behaviour across the school. Senior leaders acknowledge there is a need to continue to extend responsive practices and integration of local curriculum across the school to support engagement.

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 rich opportunities to learn across the breadth and depth of the curriculum. There is a 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 reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range 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 Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics Most learners meet or exceed the expected curriculum level. Results are 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 yet to have a suitable plan 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 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.

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 benefit from a positive, inclusive school culture. They experience a strong sense of belonging through supportive relationships with staff and their peers. Teachers know learners well and are highly responsive to individual needs.

Leaders and teachers’ effectively use achievement information to plan and implement appropriate learning. The school board receive comprehensive reports that shows progress and achievement for groups of learners.

Leadership is collaborative and improvement focused. Strong systems support staff and leaders to grow in their teaching practice and leadership roles.

Teachers work together and adapt their teaching practices to support each learner’s needs. The school is focused on building foundational skills in reading, writing and mathematics. Teachers use consistent, structured teaching approaches across all year levels.

Staff professional development aligns with strategic priorities and is delivered collaboratively and purposefully to support ongoing improvement. Teachers are encouraged to be reflective, responsive, and adaptive in their practice.

Key priorities

Consolidate and refine the school’s curriculum and assessment practices to reflect the New Zealand Curriculum .

Improve and sustain achievement levels in writing for Māori learners and boys.

Implement an effective evaluation framework to drive continuous improvement in learner outcomes.

Increas e regular attendance for all learners.

Actions to bring about improvement

Within six months:

leaders and teachers consolidate and refine assessment practices to New Zealand Curriculum guidelines and identify areas for improvement

senior leaders develop an evaluation framework to measure improvements and their impact on teaching and learning and learner outcomes

leaders develop and implement an attendance plan to support improved regular attendance

Every six months:

leaders and teachers review the impact of assessment practices on learner outcomes

leaders and teachers evaluate student progress and identify steps to further improve achievement for those who are not yet achieving at expectation, particularly in writing

senior leaders review attendance data and strategies to improve attendance, adjusting as needed

Annually:

leaders and teachers monitor, review and update the school’s curriculum and assessment practices to align to the New Zealand Curriculum

senior leaders and the school Board review progress and achievement aligned to the New Zealand Curriculum , share with the community and use to identify priorities for improvement

senior leaders evaluate attendance data and effectiveness of attendance strategies to inform next steps.

Expected outcomes

Increased and sustained levels of progress and achievement for all learners, particularly in writing.

A well-established assessment cycle aligned to curriculum.

Enhanced internal evaluative practices that effectively inform decision-making to improve learner outcomes.

Increased regular attendance for all learners, to meet the Government target of 80%.

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

Actions for Compliance

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

A workforce safety check, including a police vet for non-teaching staff, must be completed before employment commences. [Section 25 (1), Children's Act 2014, Section 104 and Schedule 4 Education and Training Act 2020]

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

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

16 February 2026

Read this report on ero.govt.nz →