Maraeroa 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 152 — 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. October 2019

   153

   Counted while ERO’s review team was at the school. Education Review Office, report of 10 February 2020

2. August 2016

   116

   Counted while ERO’s review team was at the school. Education Review Office, report of 21 October 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 2 September 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 4 years to evaluate what is working well for learners and what needs to be improved.

About the School

Maraeroa School is a co-educational primary school in the Porirua East community that provides education for students in Years 1 to 6. The school’s role is 146. 69% of students are of Pacific descent followed by 41 % who identify as Māori. Pākehā | New Zealand European and Asian students make up 13% each. The school vision is to grow active, confident, resilient learners. This vision is underpinned by the values, Voice, Action and Identity .

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? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.

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 a 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 65% 65 to 79% 80 to 90% Over 90%

Reading Less than half of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

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

Mathematics Less than half 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.

Less than half of learners attend school regularly.

The school is behind 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

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.

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 not extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is not making progress towards meeting Government reading, writing and mathematics for 2030 and agrees this will need to be a key strategic priority.

Support

ERO initiated conversations with the Ministry of Education about what support and/or interventions they can provide to assist improved levels of student attendance, achievement and engagement.

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

Strategic leadership is developing expectations for teaching and learning across the school to improve outcomes for students.

The school is developing an increasing focus on teaching and learning literacy and mathematics.

Professional development is aligned and targeted to strengthen practice for improved student outcomes.

Teachers know their students well.

The school affirms, values and provides for students with additional needs.

Students' sense of wellbeing and belonging is supported by a range of successful initiatives.

Key priorities

Improve the achievement and progress of learners.

Embed strategies for teaching and learning using the knowledge of students’ strengths and needs to improve outcomes and accelerate learning.

Develop consistent school-wide expectations to provide independent, purposeful and well-paced learning opportunities.

Improve regular student attendance.

Actions to bring about improvement

Within three months:

leaders and teachers use attendance data to identify and implement targeted strategies to improve attendance

leaders and teachers undertake observations and gather student feedback to inform a review of teaching and learning to develop consistent practice across the school and plan next steps

leaders and teachers develop a shared understanding of engagement strategies that improve independent, purposeful and well-paced learning opportunities and plan how to put these strategies into action

Within six months:

teachers use engagement strategies to plan learning that give students clear and well-paced learning opportunities

leaders monitor the consistent use of teaching strategies that provide purposeful and well-paced learning opportunities and identify next steps as needed

Every six months:

leaders and teachers evaluate the impact of evidenced-based teaching and engagement strategies on student achievement using classroom observations, student voice and progress information

leaders and teachers track and monitor mid-year and end of year attendance information, and review and adjust targeted strategies as required

Annually:

the School Board and leaders review the impact of evidenced-based teaching and engagement strategies, including interventions for accelerated progress and achievement to inform improvement planning and initiatives

the School Board identify, and plan priority actions guided by information shared with them that tracks, analyses and reports on student achievement and progress

leaders and the Board use reported attendance patterns and trends to inform planning for improving the regular attendance of students.

Expected outcomes

Improved progress and achievement for all learners.

A consistent, evidenced-based school-wide approach to teaching and learning.

Shared expectations for teaching and learning which provide independent, purposeful and well-paced learning opportunities for improved outcomes.

Improved levels of attendance that meet or exceed the Government target for 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

Recommendation to the Ministry of Education

ERO recommends that the Secretary for Education/Ministry of Education consider intervention for an action plan as listed in section 174 of the Education and Training Act 2020 in order to bring about the following improvements:

increased levels of student attendance, achievement and engagement.

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 (Acting)

2 September 2025

Read this report on ero.govt.nz →