Rangikura 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 360 — 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 2019

   368

   Counted while ERO’s review team was at the school. Education Review Office, report of 2 April 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 6 October 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

Rangikura School provides education for students in Years 1 to 8. The school has 365 students with NZ European / Pākehā making up 12 percent of the roll. Thirty five percent of learners identify as Māori , and 43% identify as Pacific.

Rangikura ’s school vision is based on the whakatauki ' He waka eke noa - a canoe /journey we are all on together.’ Their vision is underpinned by the core school values; Respect/ Whakaute , Pride / Whakahi , Resilience / Ngākau , Responsibility / Kaitiakitanga , Citizenship / Manaakitanga , and Excellence / Kair ngatira .

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? The school is working towards high levels of success and progress for all learners.

What is the quality of teaching and learning? Learners benefit from good 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 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 64% 65 to 79% 80 to 90% Over 90%

Reading A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics A small majority of 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 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 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

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

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

Leadership builds educationally focused partnerships with the school community, which are informed by and benefit from supportive relationships with learners and their whānau .

Students learn in caring, respectful, and inclusive environments. Students are engaged and valued; they have a strong sense of belonging and demonstrate pride in their learning.

Teachers regularly collaborate to inquire into aspects of their teaching practice to further support learners’ progress and achievement.

Learners have rich opportunities to learn across the breadth and depth of the curriculum. Te reo , tikanga and mātauranga Māori are woven through aspects of the school’s curriculum.

Leaders and teachers value and increasingly cater for the diverse needs, languages and cultures of all learners and their families.

The School Board involve the school community in decision making, including reflecting parents and whānau aspirations in the strategic vision and direction of the school.

Internal and external expertise is valued and utilised to identify and provide learning support for learners with additional learning needs.

Key priorities

Accelerate the achievement for learners in reading, writing and mathematics.

Focus on reducing disparity between groups of learners in reading, mathematics and writing.

Refine the use of assessment and internal evaluation practices to inform schoolwide improvement priorities and supporting actions.

Build teacher capability to implement the refreshed New Zealand Curriculum and improve learner progress and achievement.

Further improve regular attendance for all learners.

Actions to bring about improvement

Every six months:

teachers and leaders review how effective strategies are at improving reading, writing, and mathematics outcomes for all learners, especially in narrowing achievement gaps between groups

leaders review the quality of teaching across the schools and identify targeted professional learning to build teacher capability

leaders and the School Board monitor current attendance strategies and initiatives to inform next steps

Annually:

leaders review assessment practices and internal review tools to identify improvement priorities and inform further decision making

leaders review the impact of professional learning to build teacher capability and align further development with identified needs

leaders and the School Board review student attendance, and progress and achievement information, to inform ongoing decision making and strategic planning for continuous improvement.

Expected outcomes

Increasingly equitable and excellent outcomes for all learners in reading, writing and mathematics.

Effective assessment practices and regular evaluation to improve outcomes for all learners.

Improved regular attendance for all learners.

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

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

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 tamarik L et’s continue to work together for the greater good of all children

Sharon Kelly Director of Schools

6 October 2025

Read this report on ero.govt.nz →