13A Barnard Avenue , Maraenui, Napier
View on mapTēnā 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.
Richmond School located in Napier provides education for students in Years 1 to 6. The school roll is currently 53. Māori learners make up 81% of the roll with a further 11% of students of Pacific heritage. The school’s vision for learners is Kia tu, Kia Maia - stand tall, be confident is underpinned by the core values of Whanaungatanga, Manaakitanga and Kaitiakitanga.
| 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 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 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 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. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Less than half of learners meet or exceed the expected curriculum level. Results are not yet 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 | Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
The school is behind 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.
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.
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 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.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Leadership collaborates with the board, staff, whānau and students to improve the overall attendance for all learners.
Students learn in an inclusive environment that successfully differentiates learning to meet student needs. They are engaged in their learning and a strong sense of belonging and wellbeing is evident.
Learners benefit from structured teaching practices in reading, with improvement significant for Years 4 to 6. The implementation of a structured mathematics programme is underway. A wide range of learner support and enrichment programmes are offered within a curriculum designed to make the most of learning opportunities.
A strong culture of inquiry is evident. Teachers work collaboratively and regularly use achievement information and evidence to inform teaching and learning, monitoring the impact of their actions.
Professional learning opportunities are clearly aligned with the school’s improvement goals and learner needs. Organisational conditions including leadership, policies, systems process practices, work together to ensure that these are employed consistently across the school.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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:
Yes
Yes
Yes
Yes
ERO and the board have identified the following area of non-compliance during the board assurance process:
The board has since addressed the area of non-compliance identified.
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)
11 April 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Richmond school located in Napier has students in Years 1 to 6. At the time of this review 129 students were on the roll, with 83% identifying as Māori and 14% as Samoan.
The school’s vision of, Rich in skills - Rich in belief, is based on mana-enhancing principles and an open and caring learning environment for learners. Children are encouraged to be champions of their learning as they develop the values and key competencies of the Richmond School community. Valued outcomes for the children are encompassed in the Rich Values of Pride, Respect, Responsibility, Language and Skills.
The school’s annual achievement target is to increase the number of Māori and Samoan students achieving at expected levels of The New Zealand Curriculum in reading, writing and mathematics.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school has experienced changes in board of trustees, leadership and teaching staff. A new principal started in June, 2018.
The school is a member of the Matariki Kāhui ako.
The school is yet to achieve equitable and excellent outcomes for all of its students in reading, writing and mathematics. Schoolwide reported data shows achievement is generally low. There is ongoing in-school disparity for boys in reading and mathematics with the greatest disparity in writing. Reported data for 2018 shows improvement for both boys and girls in mathematics.
Trend data over time indicates improvement in achievement for Pacific students from 2017 to 2018, in reading and mathematics.
Data for Year 6 shows that a small majority of students leave at or above expectations in reading, less than half in writing and some in mathematics.
Learners with additional needs are well identified, their needs recognised and programmes of support are in place. External resourcing and expertise supports this provision.
Achievement data shows that there has been success in accelerating progress for individuals and some groups of students. Students who are at risk of not achieving expected levels are suitably identified, monitored and are well known to teachers and leaders.
The school is yet to define what acceleration looks like at Richmond School. Establishing a clearer picture of accelerated progress, who, where and rates, should assist staff in measuring the effectiveness of their practice and inform next steps to plan and improve outcomes for priority learners.
Leaders and teachers are highly reflective and responsive to student wellbeing. A well-considered and collaborative approach to managing and sustaining the care of students is evident across the school. Students enjoy a sense of belonging and connection to the school, whānau and community. Programmes to lift expectations through Māori role models (Atua Māori), are strengths-based. Students are encouraged to draw on expectations, skills and attributes to complete tasks as active contributors in team work and to remain focused when working independently.
Teachers know their learners and successfully engage them in a curriculum customised to their interests. Strategies used assist children to engage in and be receptive to learning. Teaching practices are culturally responsive and reflect the emphasis on relationships for learning. Leadership encourages clear social expectations designed to support teaching and learning through the ‘Rich kids Pearls’.
Leadership across the school supports the focus on coherence across learning programmes. Leaders and staff work collaboratively to develop and plan for consistent practice that responds to learners. They use differentiation and a variety of strategies to respond to the identified needs of learners. Teachers value inquiry into their practice to plan worthwhile and purposeful learning opportunities.
Students have equitable learning opportunities. Students’ whakapapa, language and culture are considered, making connections to their lives and prior understanding Children across the school develop digital fluency using a range of e-learning tools, accessible to all, to enhance their learning. Technological knowledge and skill proficiency allows them to create and problem solve through a range of applications and programmes designed to extend them.through real world contexts.
Sustained community collaboration contributes to positive outcomes for students. Teachers and leaders actively identify and draw on community resources to increase students’ learning opportunities. Parents are welcomed, respected and valued as partners in their children’s learning. The school and community work together to support effective transitions at critical points of children’s educational journey.
The board of trustees is representative of the school community. They are proactive in developing networks that enable the school to extend and enrich relationships. They continue to pursue ways to further strengthen iwi, hapū, agencies and whānau learning partnerships.
The principal, board and staff give priority to establishing school conditions to enable children to engage with learning. Focus is on the wellbeing and readiness of children to learn and equitable access to the curriculum. This provides a sound platform for an innovative and strategic approach to improving students’ progress and achievement.
This deliberate approach should include:
Overall, the capacity of the board and staff needs to be developed to evaluate the effectiveness of the school in its operation and teaching and learning, for equitable and excellent outcomes for students. Examining closely student achievement and other information should assist them in knowing what is going well and who for and what needs to change.
ERO requests that the board of trustees provide planning that shows how they are to address the above areas for improvement and against which ERO will monitor progress.
Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
Ongoing review of the policy framework to ensure procedures are in place to meet legislative requirements was still in progress at the time of ERO’s evaluation.
The board and school leaders must ensure completion and maintenance of the self-identified non-compliance in relation to:
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
ERO recommends that the Ministry of Education and New Zealand School Trustees Association consider providing support to: focus school improvement on student achievement; and assist the board to further build stewardship capability to support this emphasis.
ERO is likely to carry out the next external evaluation in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
29 January 2019
| Location | Napier |
| Ministry of Education profile number | 2665 |
| School type | Contributing Primary (Years 1-6) |
| School roll | 129 |
| Gender composition | Female 55%, Male 45% |
| Ethnic composition | Māori 83% Samoan 14% Other ethnic groups 3% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | November 2018 |
| Date of this report | 29 January 2019 |
| Most recent ERO report(s) | Education Review February 2016 Education Review January 2013 Education Review November 2010 |