Victory Primary School - 29/10/2019

School Context

Victory Primary School located in Nelson caters for children in Years 1 to 6. Of the 356 learners enrolled, 25% identify as Māori, 42% as learners of South East Asian heritage and 5% as Colombian. 46% of students are English Language Learners.

Ngā Mana Kākano o te Wairepo, the rumaki Māori whānau within the school, supports 63 students in four immersion classes. Both The New Zealand Curriculum and Te Marautanga o Aotearoa guide the school’s local curriculum.

The school’s vision “To develop alert and inquiring minds, healthy bodies, and nurturing relationships - Mauri Ora” is supported by the values of Manaakitanga – Respect, Whanaungatanga – Responsibility for relationships, Hiringa – Perseverance, and Mahi Tahi – Unity.

The school’s whakatauki is “Ka whānau mai te pēpi, Ka takaia ki te harakeke. Ka noho te harakeke, hei kākahu, hei rongoa, hei mea tākaro, hei oranga mōna a mate noa ia - When a child is born they will be wrapped in the muka cloth made of flax. The flax shall provide clothing, medicine, toys for play and leisure, and shall provide the means for living and survival health and wellbeing throughout their life’s journey.”

Strategic goals focus on developing adaptive, creative thinkers who apply their learning throughout their schooling and beyond, in order to achieve to their potential. 2019’s annual objective is to accelerate the progress and achievement of students who are at risk of not achieving within the appropriate curriculum level in mathematics/pāngarau.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • progress and achievement in pānui, pāngarau, kōrero, and tuhituhi
  • progress and achievement in reading, writing and mathematics
  • accelerated learning for target students
  • attendance
  • wellbeing
  • inclusion.

The senior leadership team is well established. The board is a mix of long-standing and recently elected trustees.

Victory School shares the school campus with a kōhanga reo, a community hub with several health and social services, and provision for new New Zealanders to socialise and learn the English language together.

The school has been implementing the Positive Behaviour 4 Learning (PB4L) framework for the past four years. It is a part of the Nelson City Kāhui Ako, and the principal is the lead for this.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is promoting equitable and excellent outcomes for all students through practices, programmes and initiatives focusing on their valued outcomes of inclusion and wellbeing. Strongly embedded culturally responsive practice and pastoral care ensures all students have opportunities to experience success.

English medium school achievement information since 2016 indicates that the majority of students, including Māori, achieve at or above the school’s curriculum expectations in reading, writing and mathematics. Boys experience continued and significant underachievement in literacy, while girls achieve lower than boys in mathematics. Achievement in mathematics has been decreasing for Māori and Pākehā. This is well known by trustees, leaders and teachers, and strategies are in place to address this.

Student achievement information in relation to Te Marautanga o Aotearoa expectations, indicates that in 2018 the majority of students achieved well in pānui. However, less than half of all students achieve well in pāngarau, kōrero, and tuhituhi. The school is focused on raising student achievement in pangārau for 2019.

Outcomes for South East Asian students are increasing over time in all three core curriculum areas, where they are achieving above their peers.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is effectively responding to those students whose learning and achievement needs accelerating. Information for 2018 shows that many students, including Māori and the school’s targeted students, made accelerated progress and are now on track to achieve at expected levels.

In 2018 most target students in Ngā Mana Kākano o te Wairepo accelerated their learning and achievement in tuhituhi. All target students accelerated their learning in pangārau.

Information gathered by the school in relation to their valued outcomes of inclusion and wellbeing shows that almost all students in specific programmes and interventions make significant gains.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Trustees, leaders and staff have a clear vision for the direction of the school. This is promoted by collaboratively developed values and well aligned organisational conditions. The strategic and long-term approach is well supported by identified leadership roles and a range of professional learning opportunities.The strong cohesive leadership team effectively creates the conditions to enhance the schools valued outcomes.There is an ongoing focus on effectively identifying, responding to and celebrating the diversity of the community.

A strong and authentic commitment to the principles of The Treaty of Waitangi is evident. Te ao Māori is woven through all aspects of school operation. Te reo me ngā tikanga Māori are well embedded in everyday school life. The names of culturally significant places for Māori and the local community are used throughout the school. These promote a sense of connectedness and belonging to the Whakatu region.

Ngā Mana Kākano o te Wairepo promotes a kaupapa based Māori learning environment that purposely supports children’s learning. Whānau, hapū and iwi aspirations are collected to determine what educational success looks like for them and their tamariki. A graduate profile is used to measure valued outcomes for the rūmaki students.

A highly inclusive school culture and a strong and ongoing focus on promoting wellbeing of students, families and staff are evident. Culturally responsive practice is a strength of the school. English Language Learners are well supported by bilingual staff and effective systems and processes. They see their culture and language reflected and acknowledged around the school in a variety of ways. Students and staff are regularly surveyed to inform decision making. Expectations for behaviour are well established and understood with a strong focus on supporting positive behaviour and enacting the school values. Students’ self-regulation is explicitly taught, and co-operative learning opportunities promote the building of relationships.

Students at risk of low achievement and those with additional and complex needs are well identified.Staff respond purposefully to individuals through meaningful and authentic learning contexts which promote successful outcomes. The board generously funds resources and initiatives to support these children and their families. Removing barriers to full participation in the school is a priority.

There is a range of well-considered opportunities in place to support students to be successful learners. Whānau grouping of children enhances their sense of belonging and connectedness. Students’ transitions into, through and out of the school are well considered and supported.

Leaders and teachers recognise the value of partnering with parents to promote positive outcomes for children. Learning experiences are further enhanced by well utilised flexible spaces and use of digital technology to promote participation and engagement.

Trustees and staff use a purposeful range of strategies to engage with the community and share information. Whānau voices are appropriately sought to contribute to direction setting and decision making for improvement. Participation in the Kāhui Ako provides valuable opportunities for teachers and students to connect to the wider community.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Leaders and teachers in Ngā Mana Kākano o te Wairepo are working to develop assessment tools to support closer tracking and monitoring of students. They agree that a continued focus on raising achievement is important to ensure all learners achieve equity and excellence.

Leaders are highly improvement focused. A comprehensive range of information is gathered to review progress made in meeting goals. Frameworks are in place to support a more evaluative approach to identifying next steps. Leaders have identified that they need to develop clear indicators of success, linked to key goals to better support decision making about change and improvement, measure the impact of programmes and interventions, and embed new initiatives.

3 Board Assurance on Legal Requirements

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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Victory Primary 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.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • the clear vision for the direction of the school supported by collaboratively developed values and well aligned organisational conditions
  • a strong and authentic commitment to the principles of the Treaty of Waitangi that guides all aspects of school operation
  • a highly inclusive school culture and ongoing focus on well-being that supports students’ sense of belonging, and promotes active participation in learning
  • a range of well-considered opportunities that support students to be successful learners
  • parent, whānau, iwi and community partnerships that promote culturally responsive practice.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • developing clear measures of success to better evaluate the impact of programmes, interventions and initiatives on student outcomes.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • strengthen the documentation of hazard recording.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

29 October 2019

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Female 50%, Male 50%

Ethnic composition

Māori 25%

NZ European/Pākehā 23%

South East Asian 42%

Other ethnicities 10%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

August 2019

Date of this report

29 October 2019

Most recent ERO report(s)

Education Review December 2014

Education Review December 2009