151 Greerton Road , Greerton, Tauranga
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.
Greerton Village School – Te Kura o Maarawaewae provides education for learners in Years 1 to 6. The school roll is approximately 367 learners. About half of all learners are Māori; less than half identify as Pākehā. Other groups include Pacific and Asian learners.
Whakatō Te Kākano are three bilingual Māori classrooms. Whare Manaaki caters for students with high needs where they receive a sensory based programme.
The school’s vision is to inspire, challenge and extend all ākonga to become leaders of their own educational journey. This vision is supported by the values of We are Brave, We have Mana, We show Aroha and We can Achieve.
| 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 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? | 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 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. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet 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 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 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.
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’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)
7 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Greerton Village School is situated in Greerton, a southern suburb of Tauranga. It caters for students in Years 1 to 6. Of the 393 students on the roll, 46% identify as Māori and 11% as Pacific. Students come from a diverse range of ethnicities. Since the June 2014 ERO evaluation the roll has significantly increased.
The school has a specialised high needs learning support classroom, known as ‘Whare Manaaki’. The school operates a flexible approach for students with both high needs and very high needs to attend this specialised class as well as mainstream classes.
The school’s vision is for learners to be ‘confident, connected, actively involved’. Through the LEAD creed students will ‘Learn with purpose, Engage with pride, Act with respect, and Dare to participate.’ The recently revised strategic goals for the school focus on the learning community and environment, improving outcomes for learners through on-going improvements in teaching and to grow leadership across the school.
Since the previous ERO evaluation there have been significant changes in staffing and leadership roles. The experienced principal has remained in her role. As a result of the recent board elections there have also been changes of trustees, including the election of a new chairperson.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school is a member of the Tauranga Peninsula Community of Learning|Kāhui Ako.
The school is working towards achieving equitable and excellent outcomes for all students.
Overall achievement information shows that a majority of students are achieving well in relation to curriculum levels in reading, writing and mathematics. Achievement over time has improved for all learners in reading and remained relatively stable in writing and mathematics. Almost all of the 35 complex needs students have made significant progress towards their individual educational goals.
Māori students achieve at higher levels to non-Māori students in mathematics and at comparable levels in reading. From 2016, Māori students’ overall achievement has significantly improved in reading and remained stable in mathematics. However, achievement in writing for Māori has significantly declined and they are now achieving below their peers.
From 2016, Pacific students’ overall achievement has improved in writing. They are achieving at comparable rates to their peers in writing and mathematics, and below in reading.
Achievement for boys in reading has improved over time and they now achieve at comparable levels to girls. There is disparity for boys’ achievement in relation to girls in writing and mathematics, and this achievement gap has widened over time.
The school is effectively accelerating achievement for Māori and other students who need this.
The 2018 achievement information shows that approximately half of the at-risk students including Māori, made accelerated progress in reading, writing and mathematics.
The school is effective in meeting the needs of students with additional learning needs. Leaders, teachers and support staff promote equitable access to the curriculum for all learners. They work alongside parents and whānau to form productive and responsive partnerships, empowering the learners to lead and manage their own care and development. A wide range of strategies, interventions and initiatives support students to fully participate in all aspects of school life. Seamless in-class support provides learners with security, confidence, care, challenges and belief in their own progress. Students willingly accept and value what each other brings and contributes to the learning environment. These practices are contributing to high levels of student engagement. Children are warmly welcomed and enjoy a strong sense of belonging.
Good quality professional leadership supports teachers to implement programmes that promote achievement for all students. Robust processes and high expectations provide a clear foundation to consistently guide effective teaching and learning. Meaningful professional learning and development builds teacher capability in areas of priority. Leaders and teachers engage in productive learning partnerships with students and their families. A well-developed induction programme supports new teachers to build shared understandings of teaching and learning expectations.
A rich and broad curriculum enhances learning. Students have opportunities to experience real and relevant contexts for learning that reflect prior knowledge and strengths. High levels of student engagement and willingness to participate in school activities and events strengthens their sense of belonging and motivation to learn. There are responsive, well considered transition procedures into, through and beyond the school. A carefully considered approach is building and extending te ao Māori authentically across the school.
Teachers know their students well and nurture constructive, responsive learning relationships. Students’ progress is acknowledged and celebrated schoolwide. Collaborative planning and reflective practices are building shared understandings schoolwide. The school has established a positive culture for learning clearly underpinned by their values and the key competencies.
Building schoolwide understanding of internal evaluation is a key next step. The cycle of evaluation is clearly understood. To further build this practice clear indicators of success need to be developed. This is likely to support leaders to measure and evaluate the impact of strategies and interventions on students’ learning.
Refining charter targets to focus on accelerating progress and achievement of all students whose learning is at-risk is required. This will provide a more aligned approach to accelerating progress for these students.
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:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Greerton Village School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
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:
Phillip Cowie
Director Review and Improvement Services Central
Central Region
28 November 2019
| Location | Greerton, Tauranga |
| Ministry of Education profile number | 1730 |
| School type | Contributing (Years 1 to 6) |
| School roll | 393 |
| Gender composition | Female 52% Male 48% |
| Ethnic composition | Māori 46% NZ European/Pākehā 39% Pacific 11% Asian 3% Other ethnic groups 1% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | June 2019 |
| Date of this report | 28 November 2019 |
| Most recent ERO report(s) | Education review June 2014 Education review April 2011 Education review March 2008 |