Te Matauranga

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 Matauranga is located in Clendon, Auckland and provides education for learners in Years 1 to 8. The school roll is approximately 335 with 71% of students who identified as Pacific and 31% of Māori heritage.

The school has a Samoan bilingual unit, Fetulele, and hosts three satellite classes from Rosehill Special School. 

The school values are Discovery (Tiakitanga / Suesuega), Innovation (Manurewatanga / Fa’afouga), Fun (Rangatiratanga / Fiaiaga), Impact (Kaitiakitanga / Aafiaga), Teamwork (Kotahitanga / Lotogatasi) and Inclusion (Manaakitanga / Aofiaga).

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 learners’ 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 good 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 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 large 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

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Samoan Bilingual Fetulele

 Reading

Almost all 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 equitable for all groups of learners.

Mathematics

Almost all 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.

• 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.
• Chronic absence is reducing over time. 

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 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 and is likely to meet them by 2030. 

Bilingual Outcomes and Conditions to Support Learners Success 

This section of the report provides more detail about the quality of teaching and learning through the provision of gagana Samoa in bilingual classrooms within an English medium school.

Learner success and wellbeing

• Most learners meet or exceed curriculum expectations in their learning.
• Learners work collaboratively and confidently and participate well in class activities.
• Learners demonstrate a strong sense of belonging and identity.

Conditions to support learner success

• Positive partnerships with positive aiga/family involvement to support their children’s learning.
• A collaborative teaching team that actively develops professionally to improve teaching strategies that engage learners to succeed.
• The design and delivery of relevant learning contexts that connects to aiga/family aspirations and learners’ interests.

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 a positive and inclusive learning environment that contributes to their sense of belonging.
• The school has well established structured literacy and mathematics programmes; ongoing professional learning in literacy, mathematics and responsive teaching and learning strategies are well aligned to the school’s improvement goals.
• Learners who require additional support benefit from systems that ensure their learning needs are met contributing to improved engagement and learning outcomes.
• The curriculum is responsive and promotes student achievement in literacy and mathematics while fostering creativity and future-focused skills.
• Leaders and teachers increasingly use effective communication strategies with parents and whānau to deepen shared understandings of learners’ strengths and learning needs. 

Key priorities 

• Continue to implement effective literacy and mathematics teaching practices consistently schoolwide that sustain high levels of learner progress and achievement.
• Embed the schools responsive, contextualised curriculum that fosters learners’ authentic learning, creativity and the leading of their own learning.
• Continue to implement initiatives that improve students' regular attendance. 

Actions to bring about improvement 

Every six months:

• leaders and teachers continue to monitor and analyse learner progress, achievement and attendance information to inform next steps in teaching and learning and decision making
• teachers and leaders continue to participate in relevant professional learning to build capability in effective and high-quality teaching and learning strategies

Annually:

• leaders and teachers review and evaluate the impact of the contextualised curriculum on authentic learning, creativity and learners leading their own learning
• leaders review and evaluate the impact of professional development on teacher practice and progress and achievement outcomes for all learners to support continuous improvement. 

Expected outcomes 

• Sustained high levels of learner progress and achievement in reading, writing and mathematics.
• A responsive, contextualised curriculum that engages and meets learners’ needs.
• Increased levels of regular 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

28 November 2025