Kaharoa 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 176 — 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 2019

   199

   Counted while ERO’s review team was at the school. Education Review Office, report of 18 March 2020

2. August 2016

   212

   Counted while ERO’s review team was at the school. Education Review Office, report of 17 November 2016

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 9 May 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

Kaharoa School is a rural school providing education for learners in Years 1 to 8. There are 179 students enrolled of whom 18 percent identify as Māori . The school’s motto is ‘ Our Best Always - Tā Matou Pai Ake ’ is underpinned by the school values of Learning - Ako , Care - Manaaki , Leadership - Rangatira , and being a Guardian - Kaitiaki .

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

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? The school is improving teaching and learning.

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

Foundation Skills

Reading A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are not yet 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 not yet reducing over time.

Assessment

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

The school is developing 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 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 are confident and have a strong sense of belonging and pride in their school.

Collaborative leadership is increasingly deliberate in their approach to improving outcomes for all learners in reading, writing and mathematics.

Leaders of learning work with classroom teachers to inquire and reflect on the effectiveness of classroom practice to raise achievement for all learners.

A broad curriculum that includes one hour a day of reading, writing and mathematics along with a wider range of learning opportunities.

Structured literacy and mathematics have been implemented across all classes and the school is focused on building collective capability of staff to ensure consistent and effective teaching strategies.

Key priorities and actions for improvement

The agreed next steps for the school are to:

raise achievement through accelerated progress in reading, writing and mathematics for all learners

ensure expected teaching and learning practices are consistent schoolwide for improved outcomes for all students

strengthen schoolwide evaluation to clearly understand the impacts of strategic actions on increasing student achievement outcomes

improve regular attendance to meet the Government target.

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

Within three months:

analyse achievement data for all year levels and groups to understand rates of progress and acceleration to inform next improvement steps

review expected teaching and learning practices to ensure shared understanding

build capacity in internal evaluation to enable effective analysis and inquiry into strategic actions and their impact

refine the school attendance plan to improve regular attendance

Every six months:

monitor and review the effectiveness of actions taken to accelerate progress and lift achievement in reading, writing and mathematics

monitor the delivery of teaching and learning practices for consistency across the school

implement the inquiry process to determine actions required to improve achievement

review school attendance for trends and patterns and adjust the attendance plan as required

Annually:

evaluate student progress and accelerated progress in reading, writing and Mathematics to inform ongoing strategic planning for improvement

review teaching and learning practices to determine further professional development for staff

evaluate strategies designed to improve attendance and continue to adjust accordingly.

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

improved learner outcomes in reading, writing and mathematics

consistent teacher practice across the school

leaders know and understand what is making the most difference to learner outcomes

levels of regular attendance that meet the Government target.

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)

9 May 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 →