Matua Ngaru 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 552 — 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. November 2019

   196

   Counted while ERO’s review team was at the school. Education Review Office, report of 5 February 2020

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 20 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

Matua Ngaru School is located in North-West Auckland. The school provides education for students from Years 1 to 8 with a roll of 530. 68% of students are Pākehā | New Zealand European, 27% are Asian, 16% are Māori and 13% are of Pacific Island Heritage.

The school’s vision is “learning and growing on a wave of change” which relates to the name of the school and connects it to the local area.

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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain 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? 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 Most 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 becoming more equitable for all groups of learners.

Mathematics Most 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 large 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 not yet reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

The school is improving its approach and the reliability of its practices to accurately 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

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 and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 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 have a strong sense of belonging and speak very positively about a learning environment that values their individuality, strengths and interests.

Learners benefit from respectful, inclusive and affirming teaching practices that support strong, positive, trusting relationships with their teachers.

Senior leaders provide cohesive, effective leadership that ensures high expectations and continuous improvement.

Leaders and teachers have consistently high expectations of learners. They foster students’ high engagement in learning and empower them to succeed.

The school has implemented structured literacy and mathematics across all levels. Leaders focus on providing professional learning to build staff capability, ensuring consistent, effective and high-quality teaching.

The School Board work collaboratively with school leaders, responding to resourcing requests which meet the needs of learners and staff.

Leaders and teachers create a modern, innovative and high-functioning learning environment that fosters engagement and enables staff to maximise learning.

Key priorities

Continuing to improve regular attendance.

Developing culturally-sustaining practices that build student and staff confidence, knowledge and understanding.

Developing a schoolwide inquiry learning approach to expand and enhance opportunities for students to access the depth and breadth of the New Zealand Curriculum.

Actions to bring about improvement

Every six months:

leaders and teachers monitor and review the impact of initiatives and strategies to improve regular attendance

leaders and teachers review the impact of culturally-sustaining initiatives as they relate to student wellbeing, equitable achievement and a diverse school culture

leaders and teachers review the development and implementation of the school’s inquiry learning model to provide students with access to wider, broader and deeper learning opportunities

Annually:

leaders and the School Board review student attendance, progress and achievement to support the school’s ongoing strategic direction

leaders evaluate the school’s culturally sustaining initiatives and report to the Board on how this area aligns with achievement, wellbeing and professional development to inform planning

leaders evaluate the impact of the school inquiry learning model and determine its effectiveness in providing broad curriculum opportunities.

Expected outcomes

Attendance increases for all students.

Staff and student knowledge and confidence enhanced by culturally-sustained practices.

All students benefit from broad curriculum learning opportunities.

Regulatory and Legislative Requirements

This section of the report is about how the school meet 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)

20 August 2025

Read this report on ero.govt.nz →