Auckland Point School

The same report — the board assurance report of 28 February 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

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

The school had not complied with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community. [Section 91 Education and Training Act 2020].

The board has since taken steps to address the area of non-compliance identified.

Read this board assurance report on ero.govt.nz →

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 84 — 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. June 2018

   109

   Counted while ERO’s review team was at the school. Education Review Office, report of 20 August 2018

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 20 August 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

Auckland Point School provides education for learners in Years 1 to 6 in Nelson. Mana whenua has gifted the name Te Kura o Maitangi Awhio to the school. The majority of learners are Pākehā , with approximately 22% of learners identifying as Māori . The school’s motto is Be You. Be Great! Kia Tū Koe. Kia Tia !

Auckland Point Kindergarten and a young parents’ school also share the school’s site.

Education Counts provides further information about the school’s student population, student engagement and student achievement. 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 2024 ERO report. It includes an explanation of the expected improvements and findings .

The principal and deputy principal have been evaluating the impact of initiatives to improve teaching in reading and writing. They have created well-sequenced improvement plans. They expect to grow responsive relationships and adaptive teaching practices that promote improved achievement, engagement, wellbeing, and student voice.

Guidelines define expectations for assessment, planning, teaching and reporting of literacy. Individual learning pathways have been enhanced for diverse learners, with significant improvements in progress and achievement evident over time.

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 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 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 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 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 Almost all learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

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

Mathematics Almost all 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 students 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 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 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 significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has significantly 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

The school's motto "Be You. Be Great!" reflects the staff and leaders' commitment to knowing each learner as unique and embracing each family's culture, language, and identity.

Students proudly express their school spirit and eagerly strive to excel in their learning. Teachers and teacher aides actively meet the learning needs of individuals and promote learners' strengths.

Effective leadership has improved systems, structures, guidelines, and expectations for quality teaching and learning. Teachers across the school have adopted more consistent methods, leading to higher achievement.

The school provides explicit professional learning opportunities for all staff, focusing on supporting neuro-diverse learners and embedding responsive practices across the curriculum.

The school’s curriculum benefits from the growing relationship with mana whenua , and staff integrate the iwi narrative into school programs and practices.

Whānau and families contribute to their child's learning and actively participate in fostering school improvement and learner success.

Key priorities

Building on strategies to support neuro-diverse learners to access the curriculum.

Embedding knowledge of the refreshed curriculum, particularly in writing, through the school’s developing professional growth cycle (PGC) approach.

Developing the relevance of the school’s curriculum in partnership with whānau .

Improve regular attendance toward the Government target of 80%.

Actions to bring about improvement:

Within six months:

teachers explore current practices and strategies that support neuro diverse learners

leaders observe teaching and learning practices for writing, and provide focused feedback to staff

leaders and teachers implement the use the Rongohia Te Hau cultural survey to gather learner and whānau feedback.

Annually:

leaders will review and report on the effectiveness of improved teaching programmes and strategies in growing learner engagement, progress and achievement

The School Board and leaders review and refine the school’s attendance plan and associated strategies and report its outcomes and impact to whānau and families.

Expected Outcomes

Improved achievement for all learners, particularly in writing.

Learners thriving as their unique selves and experiencing success in all areas of school life, aligned to the school vision Be you. Be great.

Curriculum and assessment guidelines that align with the refreshed national curriculum expectations.

Improved and sustained levels of regular attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meet regulatory and legislative requirements. This includes the provision of education for international students.

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

Provision for International Students

This section of the report is about the quality of the provision of education for international student enrolled at the school.

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 was one international student attending the school, and no exchange students.

The school has established policies, systems and practices for monitoring and reviewing learning, wellbeing, and pastoral care aspects of international student supports. The principal, as administrator of the Code, nurtures strongly supportive relationships with family members, further facilitating learner success.

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)

20 August 2025

Read this report on ero.govt.nz →