Review 29 August 2025
LatestSchool Report
Tēnā 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Karaka school is a semi-rural school catering for students in Years 1 to 8. The majority of students identify as Pākehā | New Zealand European and 16 % of students identify as Māori.
The school vision is Ka whangaia, ka tupu, ka puawai - that which is nurtured grows and blossoms and its values are Akoranga – Learning, Hiranga – Excellence, Urutau – Adaptability, Whakaute – Respect and Poipoi- Nurture. Since the last ERO review the school has appointed a new principal.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
| 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 a consistent focus on supporting learners to gain foundational 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. |
Achievement in Years 0 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
| Less than a third | Less than half | Small majority | Large majority | Most | Almost all |
| 0 to 33% | 34 to 49% | 50 to 65% | 65 to 79% | 80 to 90% | Over 90% |
| Reading | Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
- The school is approaching the target of 80% regular attendance.
- The school is developing a suitable plan to improve attendance.
- Regular attendance is improving towards or beyond the target.
Assessment
This section is about how the school assesses learner progress and achievement.
- The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
- Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
- The school has 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 and is likely to meet them by 2030.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the road. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
- Students learn in an inclusive environment and engage very well in their learning. A strong sense of belonging and wellbeing is evident.
- School values are well embedded consistently upheld and celebrated.
- Teaching programmes focus on reading, writing and mathematics and students benefit from staff professional development in these subjects.
- The curriculum connects students with their community and local area to provide meaningful learning opportunities.
- Leaders clearly outline expectations for programme planning, teaching and assessment to ensure consistency of teaching practice across the school.
- The School Board and leaders have a cohesive strategic direction focused on strengthening school conditions to support student success. Resourcing decisions ensure programmes that accelerate student progress are supported by appropriate levels of staffing.
- The school has community support and effective partnerships with parents. Whānau and parents actively contribute their time and skills to enhance learning opportunities.
Key priorities
- Implement the school’s attendance plan and monitor the effectiveness of new initiatives to increase student attendance.
- Increase equitable and excellent learning outcomes in reading, writing and mathematics for all groups of students.
- Align current school mathematics and literacy programmes and assessment with changes to the New Zealand Curriculum.
- Enhance the leadership capacity of middle leaders to support teaching practice to achieve equitable and excellent outcomes for all students.
Actions to bring about improvement
Every six months:
- leaders closely monitor the effectiveness of initiatives to improve student attendance and make adjustments where needed
- leaders report attendance trends and patterns to the School Board and parent community to determine further actions
Annually:
- leaders analyse student achievement information and use it to inform future decision-making, including future professional development priorities
- leaders evaluate how well professional development programmes and acceleration programmes are shifting student progress and achievement for all groups of students in reading, writing, and mathematics.
Expected outcomes
- Achievement and equitable outcomes increase for all learners in reading, writing, and mathematics aligned to The New Zealand Curriculum.
- Improved attendance, especially for those learners who do not attend regularly at present.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
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 4 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)
29 August 2025