Hatea-A-Rangi

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 16 — 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. April 2019

   28

   Counted while ERO’s review team was at the school. Education Review Office, report of 18 June 2019

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 October 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.

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

Hatea-A-Rangi is a full primary school located in Tokomaru Bay, on the East Coast of the North Island. The school provides education for students from Year 1 to Year 8. There are currently 16 students enrolled at the school. The majority of students whakapapa to the local iwi , Ngāti Porou . The school's motto is kia Marotiri ai te wawata , inspire everyone to aim high . The school has been impacted by severe weather events over the recent years.

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? The school is working towards high levels of success and progress for all learners.

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 sufficient 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.

How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 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 Less than a third of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Writing Less than a third of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Mathematics Less than half of 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.

Less than half of learners attend school regularly.

The school is significantly behind the target of 80% regular attendance.

The school is developing a suitable plan 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 is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers are developing 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 is developing good quality planning to increase the rate of progress for all groups of students.

The school has not 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 some 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 school offers many opportunities for leadership growth and development. Leadership is nurtured among both staff and students to promote engagement and a sense of belonging.

Staff build and maintain positive relationships and partnerships with whānau and community groups. The school environment and learning spaces reflect how strongly whakawhaungatanga is valued.

The curriculum is thoughtfully designed to include local history, stories, and the natural environmental features of Tokomaru Bay, creating rich and relevant learning experiences for students.

The school has a strong foundation in te ao Māori . Students engage in kapa haka, karakia , and waiata , enriching their cultural understanding and participation.

Key priorities

Implement the school’s attendance plan and improve regular attendance.

Increase student achievement in reading, writing, and mathematics.

Engage effectively with whānau to gather their feedback on the school’s strategic plan.

Plan and participate in relevant professional development focused on building governance capability and capacity.

Actions to bring about improvement

Within three months:

leaders and the School Board survey whānau to identify possible barriers of regular attendance

leaders and teachers plan opportunities for whānau to come into the school to support learning alongside their tamariki

the School Board engage in governance training to build capability and capacity to undertake their roles

Within six months:

Ieaders include whānau feedback and next steps into the attendance plan and take action to support improved regular attendance

teachers and leaders review whānau engagement in school activities, seek feedback and plan next steps

the School Board support staff engaging in professional learning promote effective practice that improve learning outcomes

Every six months:

staff review and report on the impact of the attendance plan on raising achievement to make further improvement

Staff check the impact of professional learning on teaching and learning to monitor its impact on learning outcomes

the School Board and leaders monitor regular attendance and measure progress against the school plan

Annually:

the school review governance and community participation and engagement to support improvement planning and ensure sufficient governance is in place to support the school

leaders review the provision of professional development on curriculum changes for staff to ensure learning is positively contributing to improving students’ outcomes and planning for next steps

the School Board evaluate how well aspirations of the school whānau are reflected in the strategic plan to ensure it aligns with their goals and values and supported success.

Expected outcomes

All students attending regularly.

Student achievement and progress in reading, writing, and mathematics shows accelerated progress and improvement

The strategic plan clearly aligns with school goals for improvement and evolves to meet the changing needs of the community.

Strengthened governance; the School Board is clear in its role and can make well-informed decisions for the benefit of the school.

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 some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Recommendation to the Ministry of Education

ERO will initiate conversations with the Ministry of Education about support/intervention. ERO recommendation to the Ministry of Education will be outlined in the confirmed report to bring about the following improvements:

governance capacity to effectively carry out its functions in setting school direction and providing oversight to bring about ongoing improvement

support the changes in teaching and assessment already evident, to accelerate the rates of progress for learners.

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

Read this report on ero.govt.nz →