Maruia 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 17 — 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. June 2019

   15

   Counted while ERO’s review team was at the school. Education Review Office, report of 21 August 2019

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 19 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

Maruia School is in the heart of Maruia on the West Coast of the South Island. The school provides education for students in Years 1 to 8. The school’s roll is 19 with 88% of students identifying as European/ Pākehā , 6% as Māori and 6% Pacific or Asian.

The school’s values of Manaakitanga, Whānaungatanga, Arohatanga and Kaitiakitanga underpin and drive the vision to realise each child’s unique potential so that they may find success.

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

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

Foundation Skills

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

Writing A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

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

Attendance

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.

Assessment

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

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 Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau 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

The principal and board have defined a clear direction and established expectations for learning through the school’s vision and strategic plan.

Classroom programmes integrate authentic and meaningful curriculum contexts that promote success in reading, writing and mathematics.

Teaching and learning programmes are well-structured to enable high levels of engagement and effectively support the learning needs and interests of every student.

Strong learning relationships and partnerships between the school and wider community support teaching and learning programmes; including with wider educational agencies.

School leaders promote a highly reflective culture that supports staff to effectively inquire into aspects of their teaching practice and positively impact learner outcomes; targeted professional learning builds collective capability of teachers and staff.

An established Enviroschools and sustainability programme is in place that enriches and makes learning relevant and meaningful for students, including valuing the school grounds and local area.

Key priorities and actions for improvement

The agreed next steps for the school are to:

strengthen the use of assessment for learning practices to support improved progress and achievement for all learners, with a particular focus on accelerating progress in writing

implement effective structured literacy and mathematics across the school through targeted professional learning

prioritise engagement with the school community to identify and implement strategies to improve regular attendance.

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

Within three months:

enhance assessment methods to ensure alignment with reporting requirements, including the 20-week phonics checks

engage in professional learning to support with the implementation of structured literacy and mathematics

strengthen communication with the school community around strategies to increase regular attendance

Every six months:

review and analyse mid-year assessment information to track target students’ progress and improve student outcomes, with a particular focus on accelerated progress in writing

monitor and evaluate the impact of structured approaches in literacy and mathematics on learner progress and achievement; use this information to prioritise actions for continued improvement

monitor and review attendance information and report to the board on the effectiveness of strategies used to improve regular attendance rates for all learners

Annually:

analyse achievement information to inform planning and achievement targets

evaluate and report against strategic goals, using community and other stakeholder voice to inform next steps and develop future strategic goals

analyse and evaluate the effectiveness of the school’s attendance plan and use this information to identify next steps to further increase regular rates of attendance.

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

improved achievement in reading, writing and mathematics for all learners, with accelerated progress in writing

enhanced teacher capability and confidence in teaching structured literacy and mathematics

increased regular attendance with the school consistently meeting or exceeding the Government’s targets.

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)

19 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 →