Meremere School

School 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 stage 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 

Meremere School provides education for learners in Years 1 to 8. The school has a current roll of 10 students, with 50% identifying as Māori. The school’s vision is for students to kia maia|believe, kia eke|achieve, kia angitu |succeed and its values are aroha, respect, honesty, responsibility and manāki. Te Puna o Te Aroha Puna Reo is located on site and provides early childhood education.

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 sufficient opportunities to learn across the breadth and depth of the curriculum.

There is an increasingly 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 SafetyThe 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 64%

65 to 79%

80 to 90%

Over 90%

Reading

A large majority of learners meet or exceed the expected curriculum level. 

Results are becoming more equitable for all groups of learners. 

Writing

A small majority of learners meet or exceed the expected curriculum level. 

Results are 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 majority of learners attend school regularly.
• The school is behind 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 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 school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• Teacher's use effective accelerated learning approaches that contribute to high levels of achievement in mathematics.
• Students benefit from respectful relationships and develop skills and confidence in a caring, inclusive learning environment
• The principal uses school data to inform strategic planning and maintain a focus on high quality teaching for improvement.
• Teachers are strengthening structured literacy and mathematics teaching to better support students at risk of not achieving.
• The school’s curriculum fosters high levels of student engagement and prioritises differentiated teaching and learning in the multi-level classroom. A focus on foundation skills in reading, writing and mathematics enables the school to meet the one hour a day requirement.
• Leaders and teachers participate in targeted professional learning opportunities that strengthen their capability to respond effectively to the individual needs of all learners.
• Regular reviews of students’ progress enable ongoing evaluation of the effectiveness of actions to improve outcomes for learners.

Key priorities 

• Increase rates of regular attendance.
• Embed planning and progressions in literacy to increase the rates of accelerated learning for students. 

Actions to bring about improvement

Within six months: 

• leaders and teachers work with parents and whānau to implement further strategies to improve attendance 

Every six months: 

• leaders and teachers set and monitor clear targets to improve regular attendance
• leaders and teachers monitor the impact of planning and progressions in reading and writing to refine the effectiveness of teaching for accelerated learning 

Annually:

• the School Board and leaders review the effectiveness of actions to increase accelerated progress and achievement in writing, sustain outcomes in reading and mathematics
• the School Board and leaders review the attendance plan and work with the school community to plan next steps. 

Expected outcomes

• Rates of regular student attendance increase.
• Improved achievement in writing.
• Internal evaluation for continuous school improvement strengthens.

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

The next public report on ERO’s website will be a School Report and is due within four 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

14 November 2025