Marton Junction 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 89 — 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 2018

   109

   Counted while ERO’s review team was at the school. Education Review Office, report of 6 April 2018

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 3 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 four years to evaluate what is working well for learners and what needs to be improved.

About the school

Marton Junction School is a full primary school located in the Rangitīkei district of the Manawatū-Whanganui region, providing education for approximately 89 learners in Years 1 to 8. Marton Junction School offers Level 1 Māori immersion learning for Years 1 to 8. 54% of learners identify as Māori , and 37% identify as Pākehā | NZ European. The school values are — Ka Tū | Engage, Ka Tae | Overcome, and Ka Manawanui | Be of Good Spirit.

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, mathematics and pānui, tuhituhi, pāngarau.

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 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 reports usefully and accurately 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 65% 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 small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Rumaki /Bilingual

Pānui A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

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

Pāngarau A large majority 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.

The small majority 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.

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 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 the Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030.

Rumaki /Bilingual Outcomes and Conditions to Support Learners Success

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki /bilingual classroom/s within English medium schools.

Learner success and wellbeing

A large majority of ākonga are achieving at or above expected levels in pāngarau and pānui , and less than a third are achieving at or above expected levels in tuhituhi .

Ākonga in Te Whetū Kahurang i exceeded the target for regular attendance in Term 4 of 2024.

Ākonga linguistic and cultural identity is enhanced through regular exposure to iwi narratives and tikanga .

Conditions to support learner success

Targeted interventions, especially in tuhituhi , with ongoing additional learning support, remain essential for continued progress and achievement.

Regular attendance and quality teaching and learning experiences through the provision of te reo Māori contribute to ākonga success.

Authentic relationships with local iwi and whānau , combined with beyond the classroom experiences, create an engaging learning environment for ākonga in Te Whetū Kahurangi.

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

School leaders and teachers, in partnership with the School Board, work together to ensure students feel included and supported in their learning.

School values and a focus on strengths through ‘ Mauri Ora ’ help students feel they belong and build confidence in their identity, language and culture.

Learners are exposed to a range of meaningful learning opportunities through local contexts, and are introduced to te reo Māori, tikanga Māori and te ao Māori to promote engagement.

Relationships within the school community support connections with whānau , participation in sport, health initiatives, and efforts towards positive behaviour.

Leadership sets clear expectations and direction for all aspects of school life, ensuring a balanced curriculum with one hour each of reading, writing and mathematics daily, including structured literacy and mathematics programmes.

Staff capability is building through strong collaboration, and regular opportunities are in place to enhance teaching practices and support continual progress for all learners.

Key priorities

Improve student outcomes in reading/ pānui , writing/ tuhituhi , and mathematics/ pāngarau .

Focus on accelerating progress for learners not yet meeting curriculum expectations.

Implement new assessment tools to align with structured literacy and maths programmes.

Use internal and external expertise to support capability development, enhancement, and innovation.

Improve regular attendance for all students to enhance their engagement in learning.

Enhance professional development for rumaki kaiako by focusing on using data to improve assessment practices and informing teaching strategies, ensuring they inform learner progress and achievement in line with curriculum expectations.

Actions to bring about improvement

Within six months:

leaders and teachers track and monitor students who are not meeting curriculum expectations, and plan detailed teacher interventions to ensure progress

leaders and teachers review current strategies to improve attendance, and share these with the school community

leaders ensure kaiako access professional development to support assessment practices in immersion programmes, ensuring equitable resource distribution

Every six months:

leaders and teachers analyse data on learner progress and adapt practices as needed

leaders and teachers review how professional development is helping improve teaching quality, boost teacher confidence, and build skills in structured teaching approaches

Annually:

leaders and teachers review overall progress and effectiveness of interventions and assessment tools and plan for ongoing professional development to support and improve learner outcomes

leaders and teachers share teaching and learning best practices and successes with the Board and wider school community

the Board review attendance data and its impact on student engagement, then set new attendance goals for the upcoming year

leaders and teachers evaluate the impact of rumaki assessment practices and instructional teaching strategies on ākonga engagement and progress.

Expected outcomes

Improved achievement outcomes for all learners in reading/ pānui , writing/ tuhituhi and mathematics/ pāngarau .

Enhanced teacher quality and confidence, use of assessment and innovative practices.

Improved rates of regular attendance for all learners.

Effective teaching and learning practices in rumaki to support individual learners and improved ākonga outcomes.

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

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)

3 September 2025

Read this report on ero.govt.nz →