Mākara Model 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 63 — 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. February 2019

   68

   Counted while ERO’s review team was at the school. Education Review Office, report of 2 May 2019

2. August 2015

   32

   Counted while ERO’s review team was at the school. Education Review Office, report of 19 October 2015

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 29 August 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

Makara Model School is a small rural school close to Wellington City providing education for students in Years 1 to 8. The school roll of 80 is predominantly Pākehā , with approximately 17% Māori learners and fewer numbers of other ethnicities. A new principal was appointed at the beginning of 2025. The school’s values are Manaakitanga, Aroha, Kaitiakitanga, Ako, Rangitiratanga , and Auaha .

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 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 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 65% 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 Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Mathematics Almost all 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 large 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 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 significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set 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

The school has maintained consistent levels of achievement over time.

Teachers know their learners well and plan teaching and learning programmes that respond to the needs and strengths of learners.

Learners experience an inclusive and supportive environment that promotes engagement and enthusiasm in learning.

Students with diverse learning needs are identified and provided with targeted support for their learning and achievement.

An environmentally focused curriculum increasingly reflects local contexts and provides a variety of activities within the school environment, enabling learners to see themselves in their learning.

Leadership successfully fosters a professional culture focused on the consistent delivery of high-quality teaching and learning, providing regular opportunities for staff to collaborate and share effective practices.

Leaders and teachers continue to embed structured literacy and mathematics across the school to align with curriculum requirements.

Meaningful community partnerships support the school to identify and achieve strategic goals for learning and achievement.

Key priorities

Develop a shared understanding of changes to the New Zealand Curriculum and identify professional learning opportunities for leaders and staff.

Strengthen systems to assess, monitor and report on learners’ progress and achievement.

Develop a plan to increase regular school attendance.

Strengthen partnerships with whānau and the community by developing a plan to ensure consultation is undertaken on a regular basis.

Actions to bring about improvement

Within six months:

leaders monitor and review the implementation and consistency of structured teaching and learning programmes and plan professional learning opportunities to enhance teacher practice

Every six months:

leaders review and analyse attendance information and adapt plans for ongoing improvement

leaders engage and collaborate with whānau and the community to sustain active participation and engagement in school decision making

Annually:

the School Board use learner progress, achievement, wellbeing and engagement information, including feedback from students, teachers and whānau , to strengthen decision making for continuous improvement

the Board use reports on the impact of structured approaches to teaching and learning on improving outcomes for learners to inform decision making

the Board use reports on the impact of the school’s attendance strategies and initiatives to inform decisions about how to increase student attendance.

Expected outcomes

Improved and sustained rates of regular attendance.

Improved and equitable progress and achievement outcomes for all learners.

Improved quality and responsiveness of teaching practices.

Improved quality and regularity of engagement with the community and a curriculum that reflects community aspirations for learners.

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

The next public report on ERO’s website will be a School Report and is due within 4 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)

29 August 2025

Read this report on ero.govt.nz →