Orautoha 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 

Orautoha School is in the Ruatiti Valley 16kms northwest of Raetihi. It provides education for learners in Years 1 to 8. The roll is currently 58 of which 80% of learners identify as Māori, 30%, NZ European/Pākehā and 10% Pacific. The vision of the school is to promote quality holistic learning, encourage diligence and perseverance and empower students to reach their individual potential, enabling them to reap the rewards of success. The school vision is underpinned by the school’s W.A.I values of Whanaungatanga, Ākonga and Integrity

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.

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. 

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 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.
• Chronic absence is reducing over time.

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.
• Teachers are developing their use of 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 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 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

• Students with additional needs are well supported through individualised learning plans.
• Students take on leadership roles that help build connections with their peers and reflect school values. They feel a strong sense of belonging, wellbeing, and pride in their school.
• A stable and experienced leadership team creates appropriate conditions that support the school’s strategic direction.
• Leaders and teachers focus on establishing foundational skills in reading, writing and mathematics, with structured approaches embedded in literacy teaching and being introduced in mathematics
• A systematic approach for ongoing school improvement is evident through teacher inquiry and a considered approach to gathering and analysing data to further support learners’ progress and achievement.
• Students experience an inclusive and affirming school culture underpinned by the school’s W.A.I. values that fosters learning-focused relationships.
• Students benefit from the strong integration of te reo Māori, tikanga Māori and te ao Māori.

Key priorities 

• Improve literacy and mathematics achievement, especially for boys.
• Further strengthen classroom teaching through embedding the new curriculum in reading, writing, and mathematics to support progress for all learners, with a focus on boys.
• Improve regular attendance and reduce chronic absences. 

Actions to bring about improvement 

Within three months: 

• leaders and teachers implement the attendance plan to improve regular attendance and reduce chronic absences and share with the community

Within six months: 

• leaders and teachers track student progress in reading, writing and mathematics, especially for boys, to help accelerate learning
• leaders will strengthen staff capability to deliver personalised, evidence-based learning programmes using the refreshed curriculum
• leaders will finalise and monitor the attendance plan to keep improving attendance in line with Government targets

Every six months:

• leaders regularly review and refine teaching approaches in reading, writing and mathematics to meet learners’ needs and support ongoing progress
• leaders use the professional growth cycle to track progress toward consistent, evidence-based and responsive teaching
• leaders review and apply new strategies and resources to further improve attendance

Annually:

• leaders monitor progress in using consistent, responsive, and evidence-based teaching practices
• leaders report to the School Board on progress towards improved equity and excellence in achievement outcomes
• leaders and the School Board review the curriculum and structured approaches to ensure alignment with assessment requirements
• leaders and the Board assess attendance strategies, tracking progress against government targets to guide future decisions and resourcing to improve attendance. 

Expected outcomes 

• Improved progress and achievement in mathematics and literacy for all learners, particularly for boys.
• Effective integration of structured literacy and mathematics approaches that meet the refreshed New Zealand Curriculum requirements.
• Improved and sustained regular attendance of learners.

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 October 2025