Rawhiti 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 

Rāwhiti School provides education for students in Years 1 to 8. The current school roll of 570 shows 51% of learners are New Zealand European/Pakeha, 38% are Māori, 6% are Pacific and 5% are Asian. The school has a bilingual unit that provides dual learning opportunities in te reo Māori and English language instruction.   

The school’s vision of Rising above the ordinary: learning that transforms lives and communities - E ara ake ana i te ūruhi is underpinned by the values of Tapatahi / Resilience, Wairuatanga / Integrity, Angitu / Success, Manaakitanga / Empathy.  

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 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, mathematics and pānui, tuhituhi, pāngarau. 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 foundational skills in literacy, mathematics, te reo matatini and pāngarau.

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 

 

​​Most​ 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 ​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.  

Rumaki/Reo Rua 

 ​​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. 

Attendance 

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

• The small majority 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 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 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 and is likely to meet them by 2030.​ 

Rumaki/Reo Rua 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 te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools. 

Learner success and wellbeing 

• Ākonga in Ata Hāpara engage with authentic cultural practices that enrich their learning, strengthening connections between their identity, curriculum experiences, and the aspirations of their whānau.
• Ākonga in Ata Hāpara learn in an environment where tuakana-teina relationships are actively fostered and te reo Māori is valued.
• Tamariki thrive in Ata Hāpara through learning environments enriched by strong relationships with whānau and mana whenua, grounded in whakapapa, shared values, and inclusive decision-making. 

Conditions to support learner success 

• Te ao Māori practices and approaches ensures that learning is culturally grounded, relevant and responsive to tamariki and their whānau.
• Ākonga needs are holistically identified through culturally responsive planning that builds confidence, reflects whānau aspirations and contributes to meaningful learning experiences.
• Purposeful whānau involvement in governance and daily learning, supported by open-door practices and consistent communication, fosters belonging, continuity, and shared aspirations.  

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 

• ​​​​​​All learners are supported to progress and achieve very well in reading, writing and mathematics; this enables them to access a broad and rich curriculum. 
• ​​Learners’ strong sense of belonging, wellbeing and pride in their school is evident; they experience a positive, inclusive and supportive learning environment that celebrates their cultures, languages and identities. 
• ​​A deeply embedded and collective understanding of Te Tiriti o Waitangi principles is demonstrated through strategic direction that values teacher expertise and active participation. 
• ​​A strong school-wide culture of collaboration supports leaders and teaching staff to systematically reflect on and adapt their practice to improve teaching and learning and positively impact learner outcomes. 
• ​​Structured literacy is well-embedded across the school; leaders and teaching staff are refining mathematics teaching approaches to reflect new curriculum initiatives. 
• ​​A targeted, well-planned approach to staff professional development is purposely implemented for ongoing improvement to teaching and learning programmes.​​ ​​ 

Key priorities 

• Further develop effective teaching practices that enable learners to identify what their next learning steps are and how to go about achieving these. 
• Enhance teachers shared understanding and use of assessment and moderation practices to inform teaching and learning programmes aligned with the refreshed English and mathematics curriculum.
• Build on partnerships with mana whenua, using the skills and local knowledge they bring to further support and enhance learning programmes. 
• Improve student regular attendance to meet Government attendance targets.
• Support staff and whānau to co-design a clear and measurable progression framework that monitors the development of te reo me ōna tikanga, aligned to the unique values of Te Ata Hāpara.  

Actions to bring about improvement  

Within six months: 

• leaders and teachers review ongoing changes to the curriculum and refine planning, teaching and assessment practices to develop a shared understanding of learning programmes
• leadership and kaiako begin discussions with whānau to explore their aspirations for their tamariki in bilingual education 

Every six months: 

• teachers review, moderate and analyse student achievement information, including feedback from learners, to further inform next learning steps
• the School Board and leaders meet and work alongside whānau and mana whenua to sustain active participation in the planning and decision-making of the school
• the School Board and leaders review and analyse shifts in attendance data and evaluate the impact of strategies to improve learner attendance 

Annually: 

• leaders evaluate and report on the impact of changes in teaching practice, using observation, learner feedback, and outcome analysis to help the School Board set strategic and annual priorities
• the School Board and leaders consult with whānau, community and mana whenua on the school’s strategic direction, resourcing decisions and curriculum development
• the School Board and leaders report to the community on the impact of strategies to improve learner attendance and refine strategies to improve regular attendance
• leadership and kaiako review the Level 2 curriculum to ensure it aligns with the graduate profile of Ata Hāpara to enhance learning outcomes for ākonga. 

Expected outcomes  

• Improved achievement outcomes for learners.
• Learners are active participants in their own learning and can talk about their next steps and what they have achieved.
• A well-aligned curriculum and effective use of assessment and achievement information to inform teaching approaches, strategic planning and reporting.
• Improved and sustained rates of regular attendance that meet Government targets.
• Strengthened ākonga capability to learn and communicate through te reo Māori.  

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​                            Sharee Hemingway​
Director of Schools                 Director of Ākonga Māori 

​​12 December 2025​