Miramar North 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  

​​Miramar North School provides education to students in Years 1-6. Most learners identify as Pākehā/New Zealand European (74%) with 13% of students identifying as Māori and 11% learners of Pacific heritage. 

​The school’s mission to “help our young children learn the knowledge, skills and values necessary to be confident, connected, engaged lifelong learners” is underpinned by the TIKA values of Teamwork, Integrity, Kindness and Ako. 

​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 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 SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 6 

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 ​not yet equitable​ for all groups of learners. 

Writing 

​​Most​ 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 ​not yet 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 ​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 to some extent​ 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 

• ​​School leaders work collaboratively, are improvement focused and place learners at the centre of decisions they make.
• ​Students requiring additional support with their learning are identified and provided with effective assistance to access the school curriculum and experience success.
• ​Teaching and learning of structured literacy and mathematics is prioritised across all classes. Warm, respectful relationships are highly evident between teachers and students with well understood classroom routines promoting a good pace of learning and student confidence.
• ​An appropriate range of professional learning and development is in place to support and grow teacher capability in key teaching and learning areas aligned to the school’s strategic priorities and needs.
• ​Students have access to a rich and broad curriculum, including the authentic integration of tikanga Māori. This offers a wide range of learning opportunities and consequently strengthens reciprocal relationships between whānau and the school.
• ​The school’s TIKA values, aligned to the values in te ao Māori, are well-known and enacted to promote positive behaviour, wellbeing and engagement for learning.
• ​School leaders promote a reflective culture that supports staff to review their teaching practice to positively impact learner outcomes.​ 

Key priorities and actions for improvement 

The agreed next steps for the school are to: 

• Accelerate the progress and achievement of Māori learners in reading and mathematics, and boys in writing.
• Increase regular attendance, working towards the Government’s target.
• continue to refine and embed curriculum changes. 

Actions to bring about improvement 

Within six months:  

• leaders and teachers implement a plan for improving attendance, including regular review to identify effective initiatives and plan actions for improvement for the next six months 

Every six months: 

• refine and monitor schoolwide teaching and learning in structured literacy and mathematics to align with new curriculum, assessment tools and reporting requirements 

Annually: 

• leaders and the School Board review schoolwide achievement in structured literacy and mathematics, including that of identified groups of learners to guide ongoing planning to improve the achievement and learning outcomes of all learners
• leaders and the School Board evaluate the effectiveness of the attendance plan initiatives and develop a plan for the following year. 

Expected outcomes 

• Improved achievement outcomes for identified groups of learners including accelerated progress in literacy and mathematics.
• Improved regular attendance.
• Literacy and mathematics curriculum requirements are embedded in school teaching programmes. 

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 (Acting)​ 

​​20 August 2025​