Karoro 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 170 — 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. July 2016

   170

   Counted while ERO’s review team was at the school. Education Review Office, report of 19 September 2016

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 8 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

Karoro School provides education for learners in Years 1 to 8. The school roll is 178, 87% of students are NZ European/ Pākehā and 18% identify as Māori . The school values are Takohanga | Responsibility, Whakaute | respect, Kanohi Kitea |Community Participation and Auahatanga | Innovation, Inquiry and Curiosity .

A new principal was appointed in 2024.

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

Improvement and progress

This section is about the progress the school has made since the September 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on evaluating how effectively the school’s processes and practices enable equitable outcomes for all learners in literacy. The schools expected to see improved learner achievement and engagement in literacy across the school.

Findings

Structured literacy practices have been embedded in the junior school and used across the school for learners who need additional literacy support.

Teachers and leaders have worked with local iwi to embed pūrākau |traditional stories that connect to the local environment. This has led to meaningful engagement for all learners and improved outcomes for Māori learners.

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 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 foundational 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 is improving its reporting 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 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 becoming more equitable for all groups of learners.

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

Mathematics A large majority of 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.

A large majority of learners are attending school regularly.

The school is approaching 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 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 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.

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 express a strong sense of belonging and connection to the school and are well supported by leaders and staff in an inclusive and caring environment, including a sensory room that is available for all learners.

Learners with additional needs are valued, well-supported and effectively engaged in learning and in all aspects of the school community.

Staff build genuine partnerships with whānau and the wider community that support the learning and wellbeing of learners.

Strong leadership and governance provide clear direction through well-aligned strategic focus, data-informed decision making and a shared expectation for all learners to make progress in their learning.

Teachers plan collaboratively and use evidence-based teaching strategies that provide meaningful learning opportunities and support the development of strong foundational skills in literacy and numeracy.

Key priorities

Align school learning programmes, teaching, assessment and reporting practices in literacy and mathematics to the refreshed curriculum requirements.

Accelerate the progress and achievement for identified groups of learners, particularly boys in writing.

Increase attendance to meet the national target for regular attendance.

Actions to bring about improvement

Within three months:

leaders review and align student reporting to parents to meet the Ministry of Education reporting guidelines

leaders include all learners’ achievement data in collated school-wide reporting

leaders and the school Board develop a school attendance plan

Within six months:

leaders and the school Board implement the attendance plan across the school and share with the community

Every six months:

leaders and teachers review and adapt teaching and learning programmes and assessment practices to align with the curriculum

leaders and teachers analyse progress and achievement information for identified groups of learners, including boys in writing, to understand what strategies are effective for accelerating progress, adapting teaching as needed

leaders, teachers and the school Board monitor attendance data and the effectiveness of strategies to improve attendance, adjusting as needed

Annually:

leaders and teachers evaluate school-wide learning programmes, teaching, assessment and reporting practices to ensure alignment with the curriculum and inform decision making

leaders and the Board review the progress and achievement for all students as well as identified groups, including boys in writing to guide strategic decision making

leaders and the School Board evaluate the effectiveness of strategies to improve attendance.

Expected outcomes

Teaching and learning programmes, assessment and reporting practices in literacy and numeracy aligned with the curriculum.

Evaluation is used effectively across the school to identify impact and improve learner outcomes.

Accelerated progress for identified groups of learners, including boys in writing.

Increased and equitable outcomes for all learners in reading, writing and mathematics.

Improved 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

Actions for Compliance

The board and ERO has identified the following areas of non-compliance during the board assurance process:

A workforce safety check, including a police vet must be completed before employment commences [Section 25 (1), Children's Act 2014].

The Board has since addressed the areas of non-compliance identified.

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

8 October 2025

Read this report on ero.govt.nz →