Fernlea School
25a Lees Grove, Wainuiomata · Wellington
Composite score
Strong
Latest ERO review
2025-02-05 · Sharon Kelly, ERO
- A large majority of students achieve at or above expected curriculum levels in reading, writing and mathematics; results are equitable for all groups of learners
- Learners express a strong sense of belonging and pride in their school; wellbeing information shows that students are well supported to succeed
- Collaborative leadership creates positive conditions that strengthen outcomes for learners through deliberate, well considered approaches to school improvement
- Regular attendance is lower than the Ministry of Education 2024 attendance target; the school is working with parents and whānau and other agencies to support regular attendance
- Trustees, leaders and teachers increasingly giving effect to Te Tiriti o Waitangi through partnerships with Māori whānau and local iwi
"A large majority of students achieve at or above expected curriculum levels in reading, writing and mathematics; results are equitable for all groups of learners."
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Fernlea School demonstrated continued progress in Māori student achievement between 2016 and 2019. In 2016, the school had begun addressing disparities in mathematics and approximately 20% of targeted Māori students achieved accelerated progress in writing. By 2019, "the achievement of Māori students" was explicitly noted as part of a significant increase in students achieving well in writing, suggesting broader and more sustained improvement across the cohort.
2016-08 → 2019-08 diff source
Fernlea School's overall achievement performance improved significantly between 2016 and 2019, with the ERO score increasing from 68 to 80. The 2019 report documents concrete gains in student achievement across literacy and numeracy, particularly noting that "the percentage of students achieving well in writing increased significantly during 2018" including improved outcomes for Māori, Pacific, and boy students. While the 2016 report highlighted emerging systems and processes for achievement acceleration, the 2019 report confirms these were implemented effectively with measurable results.
2016-08 → 2019-08 diff source
Equity focus strengthened with measurable achievement gains for priority groups. The 2016 report identified disparity issues and strategic planning; the 2019 report demonstrates concrete progress, noting that 'Percentage of students achieving well in writing increased significantly during 2018, including Māori, Pacific and boys.' However, the 2019 report introduces a new concern: leaders must continue investigating effective consultation and cultural inclusiveness embedding.
2016-08 → 2019-08 diff source
Teaching at Fernlea School evolved from strong foundational systems focused on inquiry and alignment (2016) to demonstrated effectiveness with measurable student achievement gains (2019). The 2019 report shows concrete improvements in writing and mathematics outcomes, particularly for priority learners, and introduces a newly developed, values-driven curriculum responsive to student and whānau aspirations.
2016-08 → 2019-08 diff source
Fernlea School's achievement_overall performance improved from a score of 80 to 85 between 2019 and 2025. The 2019 report noted most students achieved at or above expectations with significant progress in writing, while the 2025 report confirms a large majority now achieve at or above expected levels across all three literacy and numeracy areas with equitable outcomes for all learner groups.
2019-08 → 2025-02 diff source