Makara Model 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 

Makara Model School is a small rural school close to Wellington City providing education for students in Years 1 to 8. The school roll of 80 is predominantly Pākehā, with approximately 17% Māori learners and fewer numbers of other ethnicities. A new principal was appointed at the beginning of 2025. The school’s values are Manaakitanga, Aroha, Kaitiakitanga, Ako, Rangitiratanga, and Auaha. 

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 large 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 not yet​ 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 to some extent​ 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 and/or pānui, tuhituhi and pāngarau 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 

• ​​​The school has maintained consistent levels of achievement over time.
• ​Teachers know their learners well and plan teaching and learning programmes that respond to the needs and strengths of learners.
• ​Learners experience an inclusive and supportive environment that promotes engagement and enthusiasm in learning.
• ​Students with diverse learning needs are identified and provided with targeted support for their learning and achievement.
• ​An environmentally focused curriculum increasingly reflects local contexts and provides a variety of activities within the school environment, enabling learners to see themselves in their learning.
• ​Leadership successfully fosters a professional culture focused on the consistent delivery of high-quality teaching and learning, providing regular opportunities for staff to collaborate and share effective practices.
• ​Leaders and teachers continue to embed structured literacy and mathematics across the school to align with curriculum requirements.
• ​Meaningful community partnerships support the school to identify and achieve strategic goals for learning and achievement.​​ 

Key priorities 

• Develop a shared understanding of changes to the New Zealand Curriculum and identify professional learning opportunities for leaders and staff.
• Strengthen systems to assess, monitor and report on learners’ progress and achievement.
• Develop a plan to increase regular school attendance.
• Strengthen partnerships with whānau and the community by developing a plan to ensure consultation is undertaken on a regular basis. 

Actions to bring about improvement 

Within six months: 

• leaders monitor and review the implementation and consistency of structured teaching and learning programmes and plan professional learning opportunities to enhance teacher practice 

Every six months: 

• leaders review and analyse attendance information and adapt plans for ongoing improvement
• leaders engage and collaborate with whānau and the community to sustain active participation and engagement in school decision making 

Annually: 

• the School Board use learner progress, achievement, wellbeing and engagement information, including feedback from students, teachers and whānau, to strengthen decision making for continuous improvement
• the Board use reports on the impact of structured approaches to teaching and learning on improving outcomes for learners to inform decision making
• the Board use reports on the impact of the school’s attendance strategies and initiatives to inform decisions about how to increase student attendance. 

Expected outcomes 

• Improved and sustained rates of regular attendance.
• Improved and equitable progress and achievement outcomes for all learners.
• Improved quality and responsiveness of teaching practices.
• Improved quality and regularity of engagement with the community and a curriculum that reflects community aspirations for 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 some 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 4 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)​ 

​​29 August 2025​