Review 15 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 4 years to evaluate what is working well for learners and what needs to be improved.
About the School
Ranzau School is a semi-rural, Year 1 to 6 school in Richmond, Nelson. The school roll is 115 and most learners identify as New Zealand European/Pākehā with approximately 25% of all learners identifying as Māori.
The school vision is Empowered Learners, Inspiring Possibilities with five valued outcomes of: competent in communication; competent in numeracy; competent in communication and numeracy; active and creative; inquiring learners, and responsible community members that align with the vision.
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 high quality teaching practice that improves progress and achievement in reading, writing, and mathematics.
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| 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 ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school reasonably 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 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 becoming more equitable for all groups of learners.
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| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
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| Mathematics | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
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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 has a suitable plan in place to improve attendance.
- Regular attendance is improving towards or beyond the target.
Assessment
This section is about how the school assesses learner progress and achievement.
- The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
- Teachers are developing 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 and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 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 have a strong sense of belonging, wellbeing and pride in their school; they experience a positive and supportive learning environment. Tuakana-teina relationships between older and younger students promote inclusion and demonstrate the school’s values in action.
- Leadership establishes and maintains a culture that promotes quality teaching and equitable learner outcomes. High expectations and collaboration within the school community support the achievement of the strategic vision and improvement goals.
- Structured literacy approaches are embedded school wide; structured mathematics practices are being implemented into the teaching and learning of mathematics.
- Learners experience meaningful opportunities to engage with learning through a contextualised curriculum aligned with school vision, values and learner dispositions.
- Leaders and teachers collaborate to reflect on their practice and continue developing their skills with the aim of improving learner outcomes. Targeted professional learning that aligns with the school’s strategic goals supports this.
Key priorities
- Refine teaching, learning and assessment practices with the New Zealand Curriculum requirements for literacy and mathematics.
- Improving learner achievement particularly for boys in writing.
- Strengthen school wide integration of te reo Māori, tikanga Māori and mātauranga Māori within curriculum delivery and other school initiatives
- Continue to improve attendance to meet the government attendance target.
Actions to bring about improvement
Within six months:
- leaders and teachers align school planning systems, processes and procedures in literacy and mathematics with updated curriculum requirements
Every six months:
- leaders review achievement in reading, writing and mathematics with a particular focus on the acceleration of target learners in writing and identify areas for further support
- leaders and teachers review attendance strategies and work with the community to continue to improve regular attendance rates
Annually:
- leaders, teachers and the School Board review and evaluate the impact of teaching and assessment practices in literacy and mathematics and use this information to inform next steps, future professional learning and improvement planning
- leaders and teachers evaluate the effectiveness of integration of te ao Māori across the school and use this information to develop next steps
- the School Board and the principal review the effectiveness of the strategies to improve regular attendance to inform future planning.
Expected outcomes
- Increased and sustained achievement in reading, writing and mathematics.
- te reo Māori, tikanga Māori and mātauranga Māori authentically integrated into teaching and learning programmes.
- Enhanced coherence and alignment between school learning programmes and the New Zealand Curriculum have been established.
- Improved and sustained regular attendance of learners.
Regulatory and Legislative Requirements
This section of the report is about how the school meet 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
Actions for Compliance
ERO has identified the following areas of non-compliance during the board assurance process:
- trial fire evacuations must be undertaken at intervals of not more than 6 months [Section 29 (1) (a), Fire and Emergency New Zealand (Fire Safety, Evacuation Procedures, and Evacuation Schemes) Regulations 2018]
- schools must have a child protection policy that is reviewed within three years of its previous review [Sections 18 and 19 of the Children’s Act 2014: School boards’ child protection policies]
The board has since addressed the areas of non-compliance identified.
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
15 September 2025