Ratapiko 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

Ratapiko School is a rural school and provides education for students in Years 1 to 8. The school has a roll of 26. New Zealand European/Pākehā make up a majority of the school roll, 31% identify as Māori and 8% of Pacific heritage. A new principal was appointed in 2023.

The school’s vision for learners - ‘Tō tātou, tō tātou wāhi ako, tō tātou mana - Our people, our place, our pride’, is supported through the values of Māitanga (being brave), Ākoranga (learning), Manaakitanga (being inclusive), and Whanaungatanga (making connections).

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?The school is working towards high levels of success and progress for all learners.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 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?The school is establishing planning and conditions that support improvements in the quality of education for learners.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 65%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are becoming more 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 small majority of learners attend school regularly.
• 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.
• Chronic absence is not yet 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.
• Teachers are developing assessment information 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 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

• Learners express a strong sense of belonging and pride in their school; their active involvement and contributions are valued as an integral part of their learning journey.
• Teachers know their learners well and effectively respond to individual learning and wellbeing needs.
• Learners experience a broad curriculum that effectively reflects their local context and integrates te āo Māori concepts through all aspects of learning.
• The school has implemented a structured approach to planning and teaching literacy and mathematics to further support learner progress and achievement.
• Leaders are establishing systematic processes to analyse progress and achievement to inform strategic planning and decision making.
• Staff access targeted professional learning opportunities to enhance teaching and learning practice.
• Established partnerships with other local education providers, whānau and the community positively supports teaching and learning programmes and increases opportunities for learners.

Key priorities

• Strengthen the use of achievement data to support reliable analysis and improve learner outcomes over time.
• Develop clear, schoolwide expectations and guidelines to align teaching and learning practices and build consistency across the school.
• Improve attendance to meet Government targets for regular attendance.

Actions to bring about improvement

Within six months:

• the school implement an attendance plan to improve regular attendance and share with the community
• the principal to refine guidelines and assessments to align with updates to the curriculum and reporting requirements
• the School Board and principal review internal evaluation systems to identify areas for improvement and implementation

Every six months:

• the principal and teachers track, analyse and report on learner attendance, progress and achievement to build a clear schoolwide picture of learner progress over time and guide next steps
• the principal strengthens the professional growth cycles to ensure consistent, effective teaching by using observations and feedback
• the School Board and principal monitor the implementation of the school’s attendance plan and refine strategies to improve regular attendance

Annually:

• the principal and teachers evaluate the impact of structured literacy and mathematics approaches on student progress to inform future professional development and strategic planning
• the principal to review and evaluate assessment practices and guidelines to support consistent, effective practices across the school
• the School Board and principal collectively review successful attendance strategies to improve regular attendance and inform next steps.

Expected outcomes

• Increased and sustained levels of progress and achievement for all learners in reading, writing and mathematics.
• Clear systems and processes that support consistent teaching and learning practices and use of assessment to inform next steps.
• Improved and sustained rates of regular attendance that meet Government targets.

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

Actions for Compliance

ERO has identified the following areas of non-compliance during the board assurance process:

• for persons that the board employed or engaged as a paid children worker, the board has not maintained checks to ensure all teachers hold a current registration with the Teaching Council of Aotearoa New Zealand
  [Sections 25, 26 and 27 of the Children’s Act 2014 and regulations 5-8 of the Children’s Regulations 2015]
• obtained a police vet for every person the board appoints or intends to appoint to a position at the school and who is to work at the school during normal school hours
  [Section 104 of the Education and Training Act 2020]
• conduct identity confirmation as part of their workforce safety checks for any persons the board has employed or engaged as a paid children’s worker
  [Sections 25, 26 and 27 of the Children’s Act 2014].

The board has since addressed the areas of non-compliance identified.

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

19 September 2025