Plateau 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 140 — 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. July 2018

   158

   Counted while ERO’s review team was at the school. Education Review Office, report of 7 August 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 4 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

Plateau School provides education for students in Years 1 to 6. The roll of 139 students includes 19 percent of students who identify as Māori and 63 percent of students who identify as New Zealand European/ Pākehā . T he school values are ‘ manaaki /caring, whakaute /respect, pono /honesty, manawanui /resilience, and rawe /aiming high’. Since the last ERO review the school has appointed a new principal.

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 good quality teaching practices 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? 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 reports usefully and accurately 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 6

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 A large 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 not yet 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 approaching the target of 80% regular attendance.

The school is yet to have 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 is improving its approach and the reliability of its practices to accurately 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 is developing good quality planning to increase the rate of progress for all groups of students.

The school has significantly 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 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

Students learn in an inclusive environment. Students engage very well in their learning and a strong sense of belonging and wellbeing is evident. School values are well embedded, consistently upheld and celebrated.

There are positive, respectful relationships between learners and staff with staff having an in-depth knowledge of each learner, their strengths, and wellbeing.

Māori concepts drive the delivery of the wider curriculum, reflecting the aspirations of Plateau community. The curriculum design provides opportunities for students to learn using the natural environment, integrating well with te reo Māori.

The School Board makes strategic resourcing and staffing decisions to enhance student learning outcomes in reading, writing and mathematics.

Key priorities

Align current mathematics and literacy programmes and assessment with changes to The New Zealand Curriculum.

Increase teachers’ capability to implement the new English and mathematics curriculum.

Build evaluative capability at all levels of school operations to drive improvement.

Actions to bring about improvement

Within three months:

leaders and teachers develop an attendance plan to increase regular attendance

leaders provide professional learning to build school processes, systems and effective documentation

Every six months:

leaders closely monitor the effectiveness of initiatives to improve student attendance and adjust where needed

analyse student achievement information to evaluate effectiveness of professional development

Annually:

the School Board and leaders review attendance and student achievement information to guide decision making and report to parent community

leaders and the School Board review the effectiveness of recently introduced processes, systems and documentation to enhance decision making at all levels of school operations.

Expected outcomes

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

Increased achievement and equitable outcomes for all learners in reading, writing and mathematics.

Improved documented school systems and processes to ensure consistency in decision making at all levels of school operations.

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)

4 September 2025

Read this report on ero.govt.nz →