The Education Review Office | Te Tari Arotake Mātauranga (ERO) is the New Zealand government’s external education evaluation agency. ERO informs and facilitates improvement in kura and schools.  Reviewers from ERO regularly visit state schools, typically over a three year cycle, and their reports identify areas of compliance and improvement for schools. It allows parents and whānau to read reports that are consistent across schools.  ERO is independent of our kura and the Ministry of Education, and evaluates our work and performance to a consistent standard across all kura.  Receiving a report as positive as this is a huge achievement and recognition of the amazing work our teachers and kaimahi do to support our ākonga.

A summary of key findings is provided below;  please refer to the Education Review Office Report for the full version.

Increased equity in learning outcomes across various groups of students in the school. 

• The school has sustained high achievement in reading, writing and mathematics for all groups of students. 

• Progress and achievement data shows significant improvement in outcomes for Pacific students in writing and mathematics. 

• Equity in outcomes between groups of students has shown improvement particularly for Pacific students and Māori students; continuing to improve outcomes for Māori students and girls in mathematics and boys in writing remains a priority for these students. 

Learner Success and Wellbeing:

• Learners are engaged and their achievement outcomes continue to improve.

Conditions to support learner success:

• A highly collaborative leadership team effectively drives continuous improvement.

• Teaching and learning are increasingly responsive to students’ languages, cultures and identities.

• Key organisational conditions are well established to support improved outcomes for learners.

The greatest shift that occurred in response to the school’s action has been embedding the cultural narrative into the local curriculum. Students increasingly experience their own cultures and identities within teaching and learning enhancing their wellbeing and sense of belonging.

The agreed next steps for the school are to: 

• Continue to strengthen high quality teaching practice to improve equitable outcomes for Māori students, girls in mathematics and boys in writing 

• Develop initiatives and implement strategies for ongoing improvement to attendance