Te Kura o Te Mātāpuna Isleworth School

What ERO wrote in its latest report

This is ERO’s report of 23 April 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

Te Kura o Te Mātāpuna Isleworth School provides education for learners in Years 1 to 6 with a roll of 225. The largest group of students are New Zealand European/Pākēhā (40%), followed by Asian (24%), Māori (18%) and Pacific (12%).

The school’s vision is ‘ Poipoia ngā hurikiko kia puāwai- Inspring learners to thrive’ . This is supported through the school’s ROCK values of Resilient – Manawa Piharu, Outstanding – Hāpaitia , Connected – Whakawhanangatanga and Kind – Kia Atawhai.

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 April 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on evaluating their Structured Literacy and Mathematical Inquiry Communities (DMIC) to grow a shared understanding of the effective use of assessment tools to guide and shape learning programs and improve student outcomes. As well as reviewing, aligning, and evaluating schoolwide systems and processes that support and promote student learning and achievement.

They expected to build learning-centred partnerships between students, staff and whānau and establish an overview of how students are engaged in learning and building capability in Māori language and tikanga .

Findings

A focus on structured literacy and the teaching of mathematics to consolidate and embed shared practices of teachers has seen lifts in achievement for some learners. The development of a comprehensive schoolwide curriculum and assessment overview supports teachers in planning and delivering class programmes. Strengthening engagement with whānau , and growing community partnership enhances opportunities for learners. School wide capability in Māori language and tikanga Māori continues to develop and remains a focus for staff.

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? 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 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 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 reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress.

Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 1 to 6

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 small majority of learners meet or exceed the expected curriculum level. Results are 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 A small majority of 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 small majority of learners attend school regularly.

The school is approaching the target of 80% regular attendance.

The school has a suitable plan in place to improve attendance.

Regular attendance is not yet 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.

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 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 not 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.

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 display a positive sense of belonging, showing pride and confidence in their school.

Learners are respectful in their relationships with each other and staff. Effective partnerships with families/ whānau support wellbeing and engagement in learning.

Leaders are setting and pursuing strategic goals that benefit the wellbeing, progress and achievement of learners and the development of staff capacity.

Leaders and staff are making progress with structured, explicit teaching in literacy and mathematics.

Leaders have prioritised a cohesive, consistent approach to teaching and learning for all learners.

The capability of teachers and support staff is intentionally developed through targeted, planned professional learning.

Leaders are developing effective processes to ensure all staff are participating in the regular review of their professional progress and effectiveness in meeting the needs of learners.

Key priorities

Strengthening a collaborative and cohesive approach to the analysis of, and response to, assessment information through a consistently embedded evaluative framework.

Applying existing frameworks to extend and reinforce consistent teaching and learning practice.

Accelerate achievement in writing ensuring equitable outcomes for learners and increasing the achievement of learners at or above curriculum expectations in reading, writing and mathematics.

Increasing regular attendance and reducing chronic absence.

Actions to bring about improvement

Within six months:

leaders develop an evaluative framework with staff to improve learner progress and achievement.

Every six months:

leaders check how effectively and consistently the evaluative framework is being implemented

leaders examine the use of school frameworks in extending and reinforcing consistent teaching and learning practice

leaders, teachers and the Board carefully examine learner progress towards targets in reading, writing and mathematics adjusting programmes and resources to accelerate progress further

the Board and leaders review progress towards attendance targets and as needed, change practices to lift attendance and reduce chronic absence further

Annually:

leaders evaluate the consistency of teaching and learning practices

leaders, teachers and the board consider learner progress towards targets in reading, writing and mathematics adjusting programmes and resources to accelerate progress further in the year ahead

leaders, teachers and the board plan for any further resourcing and assistance required to raise levels of regular attendance.

Expected outcomes

Increased learner achievement at or above expected curriculum levels in reading, writing and mathematics and equitable results in writing.

Increased regular attendance and reduced chronic absence.

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

23 April 2026

Read this report on ero.govt.nz →