Maori Hill 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

Maori Hill school is located in central Dunedin and provides education for students in Years 1 to 6. The school’s current roll is 256. Maori Hill caters for a diverse range of multicultural learners. 72% are Pākehā | New Zealand European, 17% are Asian, and 11% are Māori. The school’s vision is for students to be Active Achievers and Lovers of learning. 

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

Expected improvements 

The school has been evaluating how well project-based learning and the school’s curriculum support positive outcomes for learners. Leaders expected to see all students engaged in project-based learning to develop their confidence and attitudes to support them as lifelong learners. 

Findings 

Teachers’ collective understanding of project-based learning has grown through deliberate professional development and collaborative planning. As a result, learners are provided with opportunities to participate in learning where they investigate and respond to a relatable context, complex questions, problems or challenges. Learners have opportunities to talk about their learning and set goals. Staff identified increased engagement and enjoyment of classroom programmes. 

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?Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.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 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 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 64%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are 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 becoming more 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. 

• Most learners attend school regularly.
• The school is at 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 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 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 meeting Government reading, writing and mathematics 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

• Leadership collaborates with the School Board, staff, students and community to set the school’s vision and direction of the school. Leaders foster and maintain expectations for high quality teaching for equitable and excellence outcomes for all learners.
• Leaders and staff foster and sustain a positive culture underpinned by embedded school values and driven by clear strategic planning and targeted professional development. Robust evidence, review and evaluation guide strategic decision making and sustain ongoing improvement for students.
• The school has embedded project-based learning, providing learners with rich learning experiences. Students express a strong sense of belonging and pride in their school that supports their wellbeing and engagement with learning.
• The school has clear, structured routines and approaches in mathematics and literacy. Consistent evidence-based teaching practices are leading to high achievement.
• The School Board is responsive and supports the school to provide interventions to further support or extend learning opportunities and experiences that increase outcomes for all learners.

Key priorities 

• Continue to raise community awareness of the school attendance plan to sustain regular attendance.
• Embed structured approaches and practices to ensure consistency across the school and increase outcomes for all students in writing.
• Enhance teacher knowledge and strategies to extend and enrich learning opportunities for students already achieving at or above curriculum expectations.
• Enhance engagement and partnership with students and their families by strengthening approaches and practices that encompass all students’ cultures. 

Actions to bring about improvement

Within six months:

• leaders share expectations for regular attendance with the school community through the school’s attendance plan
• leaders and teachers support families to actively participate in school decision-making processes through strategies such as student cultural focus groups
• leaders and teachers identify a range of teaching approaches and enrichment strategies to extend learning for students achieving at or above curriculum expectations 

Every six months:

• leaders review the effectiveness of current initiatives to monitor regular attendance for all students
• leaders evaluate structured approaches to literacy to monitor consistency of teacher practice across the school and improve learner outcomes, particularly in writing
• leaders review the impact of targeted initiatives to increase engagement in school-whānau partnerships
• teachers implement a variety of teaching approaches and strategies to support learners needing extension

Annually:

• leaders evaluate the impact of structured approaches to literacy on all learner outcomes, particularly writing, to support future decision-making for professional development and resourcing
• the School Board and leaders consult and collaborate with the school’s many cultural communities to enable them to contribute to decision-making
• leaders identify teaching practices to identify and report on those that sustain enriched learning opportunities for high achieving students
• the School Board and leaders review attendance data looking for trends and patterns, report to the school community on the effectiveness of attendance strategies and adjust the attendance plan as needed.  

Expected outcomes

• School attendance continues to meet or exceed the Government target of 80% regular attendance.
• Achievement in writing increases for all learners.
• All families contribute to the direction and vison of the school.
• Teacher approaches and practices embedded to extend learners who need this.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students. 

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

Provision for International Students

This section is about the quality of the provision of education for international students enrolled in school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.

At the time of this review there were four international students attending the school.

International students are highly engaged in learning and involved in school activities. They achieve and progress well. The school regularly reports to parents and the School Board on their progress, achievement and wellbeing. 

Families are provided with opportunities to meet with staff regularly throughout the year and provide feedback. The provision for education and pastoral care programmes are regularly reviewed to ensure learners have high quality education. 

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

28 October 2025