Mararoa 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

Mararoa School is located at The Key, within the Te Anau Basin and is a small rural school that provides education for students in Years 1 to 8. At the time of the review, the school roll was 32. The school values are Caring for Myself, Caring for Others and Caring for the Environment. A new principal was appointed to the school in April 2023.

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

Expected improvements 

The school has focused on reviewing how well the schoolwide structured literacy approach is lifting and sustaining literacy achievement for all students.

Findings

Student achievement data indicates a significant improvement in student literacy outcomes, driven by the implementation of structured literacy programmes. The principal and teaching staff have upskilled to ensure consistent and effective support for literacy achievement. 

Ongoing improvements in teaching practice and student progress are being driven by regular data reviews, targeted professional learning and development (PLD) and clearly defined structured literacy teaching goals. 

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.

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.

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 approaching 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 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 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 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

• The principal and teachers design and implement a cohesive curriculum that reflects the local context and responds to learners’ needs, interests and cultures.
• The principal effectively builds trust among staff, resulting in a collaborative approach to professional development and improved teaching and learning.
• Students with diverse learning needs are identified and provided with targeted support for their learning and achievement.
• Highly reflective practices and ongoing review are effectively used by the Board, the principal, and teachers to inform further improvement and direction.
• Targeted professional learning builds the capability of teachers to implement evidence-based and responsive strategies that improves outcomes for learners.
• The principal and teachers continue to embed structured literacy and mathematics across the school to align with curriculum requirements. 
• The principal and Board regularly consult with the community to inform the strategic direction of the school and seeks deliberate feedback on curriculum developments and initiatives.

Key priorities 

• Refine and embed shared teaching and learning practices that promote equity and are aligned with updated curriculum and assessment expectations.
• Refine reporting requirements for parents in line with assessment and curriculum requirements.
• Improve regular attendance. 

Actions to bring about improvement 

Within six months:

• leaders and teachers develop consistent teaching and learning practice aligned with curriculum developments

Every six months:

• leaders and teachers analyse student progress and achievement information and respond to identified learning needs and trends
• leaders and teachers monitor current attendance strategies and initiatives to inform next steps

Annually:

• the school Board use progress and attendance data to inform strategic decisions and set appropriate, relevant targets for ongoing improvement
• leaders and teachers review the effectiveness of teaching and learning practices and the implementation of updated curriculum and assessment requirements. 

Expected outcomes

• Teaching and learning practices across the school are consistent and support equitable outcomes for all learners.
• Clear learning pathways enable all learners to progress in line with curriculum and assessment expectations.
• Resources are effectively allocated to support learner wellbeing and achievement.
• Improved regular attendance of learners.

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

13 October 2025