Te Paina 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 64 — 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. March 2019

   49

   Counted while ERO’s review team was at the school. Education Review Office, report of 10 June 2019

2. December 2015

   43

   Counted while ERO’s review team was at the school. Education Review Office, report of 22 January 2016

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 2 September 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.

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 Paina School in Mercer provides education for students in Years 1 to 8. The roll currently has close to 70 learners and 56% identify as Māori . Since the previous ERO review in 2019 the Board has appointed a new principal. The school’s MANA values of Manaakitanga | Respect, Atawhai | Kindness, Ngaakau | Heart and Ako | Learning underpin all aspects of the school.

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

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 good 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 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 0 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 65% 65 to 79% 80 to 90% Over 90%

Reading A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Writing A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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.

Less than half of learners attend school regularly.

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

The school is developing a suitable plan to improve attendance.

Regular attendance is improving towards or beyond the target.

Chronic absence is 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 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 making progress towards meeting the 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

Strong leadership and a collegial, committed staff make strategic decisions that prioritise high expectations for learning and behaviour.

Having established a consistent schoolwide approach to structured literacy, the focus for 2025 is on consolidating the approach to mathematics.

Teachers have a sound understanding of the New Zealand Curriculum and deliver relevant, good quality, intentional teaching.

A relational, high trust and collaborative school culture, underpinned by the MANA values, supports learners and staff to experience a strong sense of belonging.

Intentional and responsive professional development opportunities are well aligned to staff and learner needs.

Staff provide an inclusive learning environment. Well-established partnerships with whānau and a wide range of external agencies and experts ensure inclusion and support are prioritised.

Te ao Māori, tikanga Māori and te reo Māori are embedded in all aspects of the school. Leaders and teachers continue to strengthen the integration of these into curriculum initiatives and programmes.

Key priorities

Extend the implementation of a broad, rich integrated curriculum aligned to the New Zealand Curriculum refresh, with a particular focus on reading and writing and extending progress for groups of learners.

Embed a schoolwide culture of systematic evaluation for improvement.

Improve student attendance and engage with whānau to reach and exceed Government attendance targets.

Actions to bring about improvement

Within three months:

leaders and teachers develop a plan to review the school curriculum

leaders and teachers monitor and review attendance strategies and initiatives to inform next steps

Within six months:

leaders and teachers start curriculum review to inform the design and delivery of an engaging and integrated school curriculum

leaders and teachers monitor and track school attendance

Every six months:

leaders analyse learner progress and achievement data, with a particular focus on reading and writing

leaders and teachers implement an attendance strategy that tracks and monitors school attendance

leaders and teachers monitor and review attendance strategies and initiatives to inform next steps

Annually:

leaders and the School Board evaluate the curriculum to ensure it is relevant and aligned with the learning needs of students as well as underpinned by te ao Māori

leaders and the Board respond to evaluative findings to ensure continued improvement in learner engagement, progress and achievement, informing ongoing strategic planning and resourcing.

Expected outcomes

An engaging curriculum that supports learners to achieve excellent and equitable outcomes in reading and writing.

More learners attending school regularly.

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 some 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 (Acting)

2 September 2025

Read this report on ero.govt.nz →