Mangaroa 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 stage 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

Mangaroa School is a semi-rural primary school located near Upper Hutt. It provides education for students in Years 1 to 6. The school has a roll of 99 students. 93% identify as Pākehā | New Zealand European. 26% identify as Māori. The school’s vision is Nurture the seed and it will blossom / Poipoia te kākano, kia puawai.

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.
• 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 to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is working towards meeting the 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

• Learners are engaged, have a strong sense of belonging and experience a rich curriculum. They demonstrate positive relationships with each other and staff.
• Leaders and teachers work collaboratively to achieve positive outcomes for all learners.
• The school curriculum increasingly reflects tikanga Māori and te ao Māori values.
• School leadership evaluates its performance to achieve ongoing improvement for all learners.
• A successful play-based learning programme supports younger learners’ confidence and problem-solving.
• Teaching practice across the school is of consistently high quality. Classrooms are well-managed, inclusive, and culturally responsive, with clear learning intentions and effective teaching strategies.
• Regular attendance has recently improved, and this remains an ongoing focus for further improvement.

Key priorities

• Collect and analyse input from the community, teachers and learners to develop a cohesive overview of what makes teaching and learning at Mangaroa School unique.
• Embed a structured mathematics programme to improve the teaching and learning of mathematics across the school.
• Develop interventions to further support the learning needs of those learners at risk of not achieving.
• Improve regular attendance at the school.

Actions to bring about improvement

Within three months:

• leaders and the School Board develop a plan to improve regular attendance

Within six months:

• leaders collect, monitor and report on attendance information to measure progress in improving regular attendance

Every six months:

• leaders use teacher survey data to develop a guiding document for teaching and learning at Mangaroa School
• leaders and teachers participate in professional training in structured mathematics
• leaders and teachers participate in structured literacy professional development with an external provider with an emphasis on writing to improve outcomes for learners
• leaders monitor attendance data and finish developing an attendance plan

Annually:

• leaders develop and continue to review the guiding school documents for teaching and learning at Mangaroa School
• leaders and teachers develop a schoolwide plan for the implementation of structured mathematics
• leaders and teachers analyse, evaluate and respond to mid-year and end-of-year data to ensure outcomes for learners have improved.

Expected outcomes

• A cohesive school document to guide teaching and learning at Mangaroa School.
• Structured mathematics programmes improve the teaching and learning of mathematics.
• Interventions further support the learning needs of those learners at risk of not achieving expected outcomes in reading, writing and mathematics.
• Regular attendance at school improves towards the Government’s targets of 80%.

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

23 September 2025