Makarora Primary 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

Makarora Primary School is a full primary situated at the head of Lake Wanaka in the Makarora Valley and provides education for students in Years 1 to 8. A new principal was appointed in October 2023. The school currently has a roll of 12 students. The school’s mission statement states its commitment to working in partnership with parents and caregivers to create a challenging but nurturing environment, that encourages children to take leadership of their own quality learning in a respectful and responsible manner.

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 October 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements 

The school focused on evaluating their responsive and localised curriculum. The school expected to see a partnership with parents and caregivers, that creates a challenging but nurturing environment and encourages children to take leadership of their own quality learning from a responsive localised curriculum.

Findings

The school has collaboratively designed a locally owned curriculum that reflects the evolving needs of its community and environment. Ongoing and regular consultation with whānau and the wider community ensures the curriculum remains responsive to the needs of the children and effectively utilises local resources and surroundings. 

The school continues to strengthen learning-centred relationships between learners, whānau and teachers, fostering a family-like environment that supports positive learner outcomes. Responsive teaching practices are prioritised to meet individual needs and promote equitable learning opportunities for all.

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. 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 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 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 is improving its collection and use 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 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. 

Less than a third 

Less than half 

Small majority 

Large majority 

Most 

Almost all 

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Reading

A small majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

A large majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

A small majority of learners meet or exceed the expected curriculum level.

Results are 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. 

• A 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 not yet 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.
• 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 significantly 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 making progress towards meeting Government reading, writing and mathematics targets 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 experience an inclusive and supportive environment that promotes engagement and enthusiasm for learning.
• Students with diverse learning needs are effectively identified and provided with targeted support to enhance their learning and achievement.
• Teachers know their learners well and plan teaching and learning programmes that respond to individual needs and strengths.
• Students learn through an environmentally focused curriculum that connects to local contexts and offers a range of activities at school enabling learners to see themselves in their learning.
• School leaders create a positive environment where teachers work together and share effective teaching ideas to improve learning for everyone.
• Leaders and teachers continue to embed structured approaches to literacy and mathematics across the school, aligning with curriculum requirements.
• Meaningful community partnerships support the school to identify and achieve strategic goals for learning and achievement.

Key priorities 

• Develop a regular process for capturing student feedback to inform the learning programme.
• Set clear learning goals and success criteria that help students take ownership of their learning.
• Further strengthen the use of a broad and integrated curriculum, aligned with the refreshed New Zealand Curriculum, to improve the outcomes for all learners.
• Improve rates of regular student attendance. 

Actions to bring about improvement 

Within six months:

• the principal and teachers design and develop frameworks and tools that enable learners to engage meaningfully with learning progressions and extend their learning

Every six months:

• the principal and teachers embed teaching practices that improve achievement outcomes by building on learners’ strengths, needs and interests
• the principal and teachers analyse and monitor learner progress, achievement and attendance information to inform teaching and learning
• the school Board and principal review and revise strategic planning to reflect identified learning priorities

Annually:

• the principal and teachers evaluate how well strategies to build learner ownership of learning have contributed to improved achievement and engagement
• the school Board and principal monitor and review learner outcomes in reading, writing and mathematics to inform next steps in teaching and learning
• the school Board and principal evaluate the impact of curriculum initiatives to support ongoing strategic planning.

Expected outcomes

• Learners are well supported to actively participate in the learning process and hold high expectations for themselves.
• A curriculum that supports excellent and equitable learner outcomes.
• Improved rates of regular student attendance.

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

29 October 2025