Vauxhall 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 157 — 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. November 2018

   292

   Counted while ERO’s review team was at the school. Education Review Office, report of 25 January 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 13 May 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.

About the School

Vauxhall School is a contributing school in Devonport and provides education for learners in Years 1 to 6. The school’s roll has 189 children with small numbers of Māori children, and other children from varied cultural backgrounds. ‘ Onward - moving forward together’ is the school’s vision promoting values of respect, responsibility, resilience and whanaungatanga, underpinned by the school’s philosophy of flexible learning spaces, catering for individual needs and to encourage children to develop independence.

How well placed is the school to promote educational success and wellbeing?

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 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Writing A large majority of learners meet or exceed the expected curriculum level. Results are 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

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

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

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 Government reading, writing and mathematics targets set for 2030.

Part B - Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

Learners confidently participate and make contributions in a range of contexts as local, national, and global citizens.

Local contexts are reflected throughout the curriculum in ways that support individual needs and interests.

Leadership sets and relentlessly pursues a small number of targeted and coherent goals.

Leadership fosters and sustains a culture committed to quality teaching and uses a range of high-quality evidence to coherently plan and monitor progress.

The school is fully implementing a structured approach to the teaching of literacy and mathematics and meets the one hour a day requirement.

Internal evaluation supports teachers to use evidence-based and differentiated teaching strategies to provide purposeful and well-paced learning.

The school’s professional learning community shares high and equitable aspirations for the achievement, progress and wellbeing of all learners, leaders and teachers.

Key priorities and actions for improvement

The agreed next steps for the school are to:

review and update the mathematics curriculum based on recent priorities

review and implement schoolwide assessment practices for literacy and mathematics that supports and provides guidance for teaching and learning

strengthen community partnerships to develop a greater understanding of te ao Māori

review and evaluate school initiatives that promote regular attendance.

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

Within six months:

teachers engage in professional learning development to understand mathematics progressions and resources

seek professional development to provide leadership guidance and support to engage effectively with whānau Māori and local iwi

review current attendance initiatives and draft a plan to improve attendance

Every six months:

monitor learner progress and achievement in mathematics to ensure learners are meeting or exceeding year level curriculum expectations

review the effectiveness of assessments to clarify progress and achievement

connect with the community; survey students, teachers, community to strengthen strategic planning and school improvement

communicate with families and communities about attendance

Annually:

review the effectiveness of the mathematics curriculum to meet the needs of Vauxhall learners

continue to embed the use of a range of evidence to inform future planning

evaluate and revise strategic goals to strengthen programmes

monitor the success of attendance initiatives.

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

teachers are confident in teaching mathematics and learners are consistently achieving at expected levels

strengthened clarity in the use of assessment and achievement information to inform teaching, strategic planning and reporting

greater use of te ao Māori throughout the school including te reo Māori

Increased student attendance.

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there were two international students attending the school.

Vauxhall School has effective processes for reviewing its provision of pastoral care for international students, including established systems for engaging with, collecting and responding to parent and student voice. International students are fully involved in the everyday life of the school.

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

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

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 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 Director of Schools (Acting)

13 May 2025

Education Counts

This 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 →