Te Kura o Matarangi - Northcote 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

Te Kura o Matarangi - Northcote School provides education for students in Years 1 to 6. The current roll is 160. Māori learners are 46% of the school roll, followed by Pākehā/New Zealand European at 33%, learners of Pacific heritage at 8%, and the remainder from other ethnic backgrounds. 

A new principal was appointed in 2023. The school’s vision, Growing, Grounded, Known is closely aligned with its values of Māia, Aroha, and Ūkaipōtanga. 

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

Improvement and progress

This section is about the progress the school has made since the January 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on evaluating the effectiveness of its structured literacy approach in raising student achievement and strengthening teacher capability. It expected to see accelerated progress and improved literacy achievement for all students, with particular attention to identified priority groups. Leaders and teachers worked together to develop a clear understanding of evidence-based literacy practices and the consistent implementation of strategies that have the greatest impact on learning outcomes.

Findings 

School leaders and teachers participate in targeted professional development to review and refine literacy and mathematics teaching practices and resources, resulting in greater consistency across the school. Achievement information indicates only minimal improvement in student outcomes. The school continues to maintain a strong focus on raising achievement in literacy, with a particular focus on writing.

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.

A small majority of learners enter Te Kura o Matarangi - Northcote significantly behind the expected curriculum level. The school’s efforts are well focused on accelerated progress. 

Achievement in Years 1 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.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• Less than half 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 not yet 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 is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers are developing their use of 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 is developing 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 for 2030 and agrees this will need to be a key strategic priority.

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 strong relationships and a sense of belonging within an inclusive, supportive environment where school values are well understood and embedded across all aspects of school life.
• Learners with additional needs are supported through individualised programmes and partnerships with external agencies, focused on improving achievement and wellbeing.
• Leaders and teachers maintain a strong focus on improving literacy and mathematics through ongoing professional learning aligned with best practice. Teachers are well supported to adapt programmes and strategies to meet learner needs.
• Leaders articulate and implement a clear, strategic vision for teaching and learning, with an emphasis on holistic support for learners, staff, and the wider community.
• Te reo Māori and tikanga are well embedded in the school’s culture, evident in daily practices and the physical environment, which supports learners’ sense of identity and belonging.
• The school Board, leaders and teachers strengthen partnerships with the community through celebrations and events that actively engage families and foster wider community involvement in school life.

Key priorities

• Increase achievement and promote equity for all learners, with a particular focus on writing.
• Embed an effective evaluation framework that includes clear indicators for teaching quality and learner progress.
• Increase regular attendance and reduce chronic absenteeism to meet or exceed government targets.

Actions to bring about improvement 

Within six months:

• teachers implement the revised schoolwide writing programme and participate in regular moderation to ensure consistency in teaching and assessment practices
• school leaders design and implement an evaluation framework with measurable indicators and ensure staff are trained to use it effectively
• school leaders and teachers implement targeted attendance plan and monitor attendance data to identify and respond to emerging trends

Every six months:

• leaders and teachers analyse learner progress and achievement, particularly in writing, to inform and adjust teaching programmes based on evidence
• senior leaders review the impact of the attendance plan to identify and refine strategies to improve regular attendance

Annually:

• leaders and teachers evaluate the effectiveness of the writing programme and attendance plan, using evidence to set priorities for the next year
• senior leaders report achievement and attendance outcomes to the school Board, including equity-focused analysis and recommendations to improvement.

Expected outcomes

• Improved learner achievement in reading, writing, and mathematics and greater equity in outcomes for all learners.
• Evaluation processes are embedded across all levels of practice.
• Improved rates of regular attendance and reduced chronic absenteeism, meeting Government targets.

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

22 January 2026