Review 29 September 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.
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
Korokoro School is situated in the Western Hills above Petone, Lower Hutt, and provides education for learners from Years 1 to 8. The school’s current roll is 214. 71% or learners are Pākehā/New Zealand European, 7% identify as Māori and 8% are Asian. The school’s vison is developing life-long learners who can fulfil their potential, enjoy personal happiness and make positive contributions to society.
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 excellent 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 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 high quality education for learners are driving excellent school performance. |
| 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 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 equitable for all groups of learners. |
| Writing | A large 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 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 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 significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
- The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
- The school is meeting Government reading, writing and mathematics targets set for 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 experience a positive and inclusive environment that supports their engagement in learning.
- Learners requiring additional support are identified and effective interventions put in place to address their needs and minimise barriers to learning.
- The school prioritises progress and achievement in foundational skills, delivered through a broad and rich curriculum.
- Staff work collaboratively to promote a culture of shared responsibility, high expectations, and continuous improvement.
- The Board and senior leadership team take a strategic, data-informed approach to resourcing and decision-making, effectively prioritising learning needs.
Key priorities
- Consolidate effective teaching and assessment practices to meet refreshed New Zealand Curriculum priorities, including structured literacy and mathematics.
- Further refine processes to ensure that learners thrive and succeed as they transition through and beyond school.
- Continue to improve regular attendance.
Actions to bring about improvement
Within six months:
- leaders provide professional development for teachers to further embed structured literacy and mathematics approaches in teaching and learning
Every six months:
- leaders and teachers review structured literacy and mathematics approaches to identify further improvements which benefit learner progress
- leaders and teachers evaluate learners’ transition into school, examining and responding to learners’ social, emotional and academic progress
- leaders review student attendance, identifying effective initiatives and planning further actions for improvement
Annually:
- leaders review structured approaches to teaching literacy and mathematics to ensure alignment with curriculum and assessment requirements
- leaders and the Board review the effectiveness of transition to school strategies to inform annual and strategic planning
- leaders and the Board review the effectiveness of strategies to improve attendance to inform resourcing decision making.
Expected outcomes
- Aligned structured literacy and mathematics approaches that enhance learner progress and achievement.
- Cohesive strategies that enhance learner transition to school.
- Improved levels of attendance that meet or exceed the Government’s target for regular attendance.
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
29 September 2025