Arthur Miller School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 310 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. November 2018

   366

   Counted while ERO’s review team was at the school. Education Review Office, report of 24 December 2018

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 28 April 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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.

About the School

Arthur Miller School provides education for learners in Years 1 to 6. The school has approximately 300 learners, with close to 70% identifying as European and Pākehā and 17% of learners of Māori descent. The school’s vision of Towards Excellence is underpinned by three core values of Kia Manaakitanga | Be Caring, Kia Mahitahi | Be Collaborative, Kia Pākiki | Be Curious.

How well placed is the school to promote educational success and wellbeing?

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 an increasingly 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 high quality education for learners are driving excellent school performance.

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 Safety The school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

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.

Attendance

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.

Chronic absence is reducing over time.

Assessment

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

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 for 2030 and agrees this will need to be a key strategic priority .

Part B - Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

Learners have a strong sense of belonging, wellbeing and pride in their school; they experience a positive and inclusive learning environment that supports their interests and cultures.

Learners who are not yet meeting curriculum expectations are well known and raising their achievement is a key priority for leaders and teachers.

Teachers use a range of relevant achievement and wellbeing information to inform their planning and teaching, responding effectively to learner needs.

Senior leadership builds and sustains high levels of relational trust and effective collaboration at every level of the school community that supports progress against strategic goals and improvement priorities.

Leaders and teachers are embedding a structured approach to literacy schoolwide; the implementation of structured mathematics is a focus for 2025.

Learners have rich opportunities to learn across the curriculum and engage with contexts that are meaningful to the local area, fostering their strong sense of belonging.

Professional development is well aligned to the school’s strategic priorities and effective in growing teacher knowledge and skills, enabling improved outcomes for learners.

Key priorities and actions for improvement

The agreed next steps for the school are to:

embed structured literacy and mathematics approaches schoolwide, continuing to build teacher knowledge and practice to enhance and improve achievement outcomes for all learners in reading, writing and mathematics

refine the school’s best practice approaches to teaching and learning to align with the new curriculum and assessment developments

monitor strategies to sustain and further improve regular attendance.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

provide professional development for teachers to strengthen their knowledge and skills in teaching structured literacy and mathematics approaches

further inquire into student achievement information to understand the barriers for groups of learners who are not yet achieving at curriculum expectation, planning for accelerated progress and achievement.

Every six months:

gather and analyse student voice and a range achievement information to measure the impact of targeted teaching on the progress of learners who are at risk of not achieving

review the alignment of teaching and learning approaches in mathematics with the new curriculum and assessment developments, identifying next steps

evaluate the impact of strategies used to further improve students’ regular attendance and report to the board, collaborating on where to next.

Annually:

review and report to the board on student attendance, progress and achievement information of all learners to inform ongoing strategic decision making and planning

evaluate progress with embedding structured teaching approaches in literacy and mathematics to identify ongoing staff professional development and resourcing.

Actions taken against these next steps are expected to result in:

equitable and excellent outcomes for all learners in reading, writing and mathematics

effective high quality teaching practices in literacy and mathematics embedded schoolwide

sustained and improved regular student attendance.

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

During this review the Board has attested to some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three 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 (Acting)

28 April 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Read this report on ero.govt.nz →