Review 28 March 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.
About the School
Ramarama School is a semi-rural school located between Drury and Bombay and provides education for learners in Years 1 to 8. The school motto is ‘Growing Successful Futures, Together’. The school roll is currently 189 students. Māori learners make up 14% of the school roll, with growing ethnic diversity.
Part A – Parent Summary
How well placed is the school to promote educational success and wellbeing?
| 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 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Writing | Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
Attendance
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards the target.
Assessment
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
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 Government reading, writing and mathematics targets and is likely to meet them by 2030.
An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Senior leaders and staff have high expectations for student success. Students requiring additional support with their learning are identified early and receive targeted support focused on literacy and numeracy.
School leaders provide cohesive, focused leadership that increasingly strengthens school conditions to support student success and wellbeing. Strategic planning provides clear direction for priorities and targets to improve student outcomes.
A consistent approach to teaching and learning is evident across the school. Programmes of learning are well planned, with an emphasis on reading, writing and mathematics. Teachers and leadership consistently use achievement data to track and monitor student progress.
Teachers are well supported to build capacity through a professional learning programme that clearly aligns with strategic goals for learner achievement.
Implementing structured literacy and numeracy approaches are progressing well and continue as a priority for all staff.
Evaluation for improvement is well led, evidence-informed and supported by clear systems and processes.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- monitor the effectiveness of strategies in the school's plan for increased attendance
- accelerate the progress of Māori learners in reading, writing and mathematics, for equitable outcomes
- plan for and implement English and mathematics curriculum changes to enhance student progress and achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
- review and report to the board on the impact of initiatives to improve students’ regular attendance
- evaluate the success of identified strategies expected to accelerate the progress of Māori learners in reading, writing and mathematics and identify further action required
- report on the progress made in implementing changes in the English and mathematics curriculum and use this information to inform next steps.
Annually:
- report to the board on the progress made in consistently achieving the Government’s attendance targets
- review and report to the board on the progress made towards equitable outcomes for Māori learners in reading, writing and mathematics
- report on progress made in implementing changes in the English and mathematics curriculum and identify any next steps for teacher capability building.
Actions taken against these next steps are expected to result in:
- the school consistently meeting or exceeding the Government’s attendance targets
- equitable outcomes for Māori learners in reading, writing and mathematics
- English and mathematics curriculum changes well embedded in school teaching programmes and impact positively on student outcomes.
Part C: Regulatory and Legislative Requirements
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some 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 Evaluation Report and is due within three 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)
28 March 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home