Ngatea 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 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  

Ngatea Primary School is a semi-rural school, in Hauraki Plains. The school provides education for learners from Years 1 to 8. The roll of 267, most learners are Pākehā|New Zealand European, 13% are Māori with smaller numbers of other ethnic backgrounds.  

The school’s vision is ‘Authors of our own learning in a collaborative and supportive community which empowers play, passion and purpose’, guides all aspects of the curriculum.  

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 

Improvement and progress  

This section is about the progress the school has made since the ​September 2022​ ERO report. It includes an explanation of the expected improvements and findings. 

Expected improvements 

​​Priorities from the previous review were to strengthen responsive wellbeing practices to support student engagement in learning. The school expected to see the implementation of a wellbeing framework, guiding consistent and effective schoolwide practices.​ 

Findings  

​​The school made good progress. The embedding of a wide range of wellbeing strategies and programmes promotes the social and emotional needs of all learners. ​They are well supported to engage in meaningful learning within a calm and settled school environment. 

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 ​good​ 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 skills in 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 1 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 ​not yet equitable​ for all groups of learners. 

Mathematics 

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

Results are ​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 large majority of​ ​learners​ attend school regularly. 
• 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 or beyond the target. 
• Chronic absence ​is​ reducing over time.  

Assessment  

This section is about how the school assesses learner progress and achievement. 

• ​​The school is improving its approach and the reliability of its practices to accurately 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 ​is developing​ 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 for 2030 and agrees this will need to be a key strategic priority. 

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 

• Leaders strengthen and sustain high levels of relational trust and effective collaboration at every level of the school community to drive the strategic vision and goals for improvement. 
• A structured approach to the teaching of literacy is well embedded across the school and supporting student progress and learning. New approaches in structured mathematics are being fully implemented to support consistent planning, teaching and assessment practices. 
• The school curriculum enables students to engage in meaningful learning opportunities in authentic contexts that promotes their engagement in learning.  
• Techers regularly work together and participate in ongoing professional learning that strengthens capability and enables consistency of practice across the school. 
• Leaders and teachers regularly inquire into outcomes for learners and set appropriate targets and new initiatives for improvement. 

Key priorities 

• ​​Increase rates of regular attendance. 
• ​Lift overall achievement in writing and improving equitable outcomes for boys. 
• ​Extend data analysis to further inform school evaluation processes. ​ 

Actions to bring about improvement 

Within three months: 

• ​​leaders and the Ngatea Primary School Board set clear targets to increase the rates of regular attendance​ 

Every six months: 

• ​​​leaders and the school Board monitor progress against the attendance targets to identify further strategies to shift irregular attendance into the regular category 
• ​teachers inquire into student progress in writing to further develop targeted teaching strategies to accelerate learning, with a particular focus on boys​​

Annually: 

• ​​leaders and the school Board review the attendance management plan and report outcomes to the school community to promote a shared partnership for improvement​ 
• leaders and teachers report on the effectiveness of schoolwide writing programmes to raise achievement and improve equitable outcomes 
• leaders extend the analysis of a range of data to strengthen school evaluation and further inform targeted action for continuous improvement. 

Expected outcomes 

• ​​Improved rates of regular attendance.​ 
• Increased equity and levels of achievement in writing. 
• High quality evaluation for continuous improvement. 

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​ 

​​9 April 2026​