Te Puna Wānanga o Te Wairepo – Victory Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 360
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 214 Vanguard Street, Nelson
- Territorial authority
- Nelson City
- Phone
- 03-5484779
- admin@victory.school.nz
- Website
- http://www.victory.school.nz
- Directions
- Get directions
Other schools nearby: schools in Nelson
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- On offer
- Keyboard
We offer lessons for the following instruments: Keyboard, drums, guitar, marimba, singing.
- drums
We offer lessons for the following instruments: Keyboard, drums, guitar, marimba, singing.
- guitar
We offer lessons for the following instruments: Keyboard, drums, guitar, marimba, singing.
- marimba
We offer lessons for the following instruments: Keyboard, drums, guitar, marimba, singing.
- singing
We offer lessons for the following instruments: Keyboard, drums, guitar, marimba, singing.
- school rock bands
We have school rock bands and a junior choir.
- junior choir
We have school rock bands and a junior choir.
- Keyboard
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 134
- Māori
- 136
- Pacific
- 41
- Asian
- 128
- MELAA
- 14
- Other
- 3
- 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 | 27 | 8 | 20 | 3 | 1 | 26 | 0 | 67 |
| Year 02 | 26 | 10 | 17 | 4 | 0 | 16 | 0 | 54 |
| Year 03 | 23 | 6 | 26 | 3 | 0 | 26 | 0 | 70 |
| Year 04 | 16 | 5 | 16 | 4 | 0 | 18 | 0 | 48 |
| Year 05 | 17 | 5 | 27 | 2 | 0 | 14 | 0 | 53 |
| Year 06 | 13 | 5 | 21 | 4 | 0 | 14 | 0 | 51 |
| Year 07 | 2 | 1 | 8 | 0 | 0 | 3 | 0 | 12 |
| Year 08 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 124 | 40 | 136 | 20 | 1 | 117 | 0 | 356 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 25 | 8 | 19 | 3 | 1 | 21 | 0 | 59 |
| Age 06 | 26 | 9 | 15 | 4 | 0 | 18 | 0 | 55 |
| Age 07 | 22 | 7 | 26 | 3 | 0 | 28 | 0 | 70 |
| Age 08 | 18 | 5 | 17 | 3 | 0 | 18 | 0 | 51 |
| Age 09 | 16 | 5 | 27 | 3 | 0 | 14 | 0 | 52 |
| Age 10 | 14 | 5 | 23 | 4 | 0 | 15 | 0 | 55 |
| Age 11 | 3 | 1 | 8 | 0 | 0 | 3 | 0 | 13 |
| Age 12 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 124 | 40 | 136 | 20 | 1 | 117 | 0 | 356 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
15.7%
| Victory Primary School | 15.7% |
|---|---|
| Nelson Region | 49.5% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 27.6% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 18% |
| Other | 0% |
| European/Pākehā | 23.1% |
| Total | 15.7% |
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%
| Victory Primary School | 0% |
|---|---|
| Nelson Region | 4.9% |
| 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%
| Victory Primary School | 0% |
|---|---|
| Nelson Region | 2.4% |
| 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)
- 469
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 30 April 1949
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
- 3
- Last reviewed
- 6 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (6 November 2024)
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 6 November 2024 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 360 — 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.
August 2019
356
Counted while ERO’s review team was at the school. Education Review Office, report of 29 October 2019
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 6 November 2024 — “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
Victory Primary School is in Nelson and provides education for students in Years 1 to 6. The school has a dual curriculum, with Māori medium and English medium pathways. The school’s values of Manaakitanga, Whanaungatanga, Rangatiratanga, Kaitiakitanga, Kotahitanga , and Whakapapa , and their guiding principles of Biculturalism, Equity, and Sustainability underpin and guide the curriculum.
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
Learners are engaged and their achievement outcomes continue to improve.
The majority of students achieve at or above curriculum expectations in reading, writing and mathematics.
Improving equity for groups of students, including Māori students in reading, writing and mathematics and boys in writing, remains a priority for the school.
The majority of students attend school regularly; the school is not yet meeting the Ministry of Education’s target for regular attendance.
Conditions to support learner success
Strategic and collaborative leadership foster a learning culture committed to high quality teaching.
Leaders and staff have a strong focus on improving culturally responsive practices across the school.
Leaders and teachers use analysed student progress and achievement information well to identify and inform improvements in teaching and learning.
Leaders set targets and use evidence-based interventions to facilitate ongoing innovation, improvement and development of teacher capabilities for improved outcomes for learners.
Teaching and learning are increasingly responsive to students’ language, culture and identity.
Teachers use comprehensive guidelines for curriculum delivery; consequently consistent and cohesive practices across the school support learner engagement.
Leaders and teachers plan to strengthen assessment practices to ensure they are purposeful and directly linked to improved outcomes for learners; ERO’s evaluation affirms this improvement.
Students with additional learning needs are well supported to access the school curriculum and experience success.
Key organisational conditions that support learner success are being embedded.
The board and leaders consult the school’s diverse community, using well-established partnerships; this informs strategic priorities.
Teachers and leaders proactively identify and draw on community resources to enhance student learning opportunities, achievement and wellbeing.
Leadership identifies and develops internal expertise, with the support of external expertise as appropriate, to ensure that improvement goals are met.
Teaching and learning programmes increasingly include te ao Māori, tikanga Māori and mātauranga Māori.
Part B: Where to next?
The agreed next steps for the school are to:
accelerate the progress and achievement of individual and groups of students who need this, particularly Māori students in reading, writing and mathematics, and boys in writing
strengthen assessment practices to ensure it is purposeful and links directly to improved student outcomes
embed Positive Behaviour for Learning (PB4L) practices to support continued improvement in engagement and attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
design and implement the schoolwide assessment for learning framework
Every six months:
ensure teachers set explicit targets for improvement, regularly discuss and reflect on the impact deliberate strategies have on improving attendance, accelerating progress and achievement
moderate assessment schoolwide to monitor improvements in teaching practice and decision making
monitor impact of strategies used to improve attendance
Annually:
analyse student and staff wellbeing survey results to inform PB4L priorities
use indicators of effective practice to evaluate the impact of initiatives for continued improvements in attendance, engagement, wellbeing and achievement.
Actions taken against these next steps are expected to result in:
improved student achievement outcomes, particularly for Māori and boys
consistent assessment practices inform responsive programmes for learning
more students are engaged and attending regularly.
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
6 November 2024
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 3 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).