Rangitoto School

What ERO wrote in its latest report

This is ERO’s report of 18 November 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

Rangitoto School is in a rural area near Te Kuiti , providing education for learners in Years 1 to 8. The current roll of 24. The majority of learners are NZ European / Pākehā , almost a third of learners identify as Māori . The school’s values are for learners to be ‘Confident, Caring, Curious and Creative’ in their learning journeys. A new principal started in Term 4, 2024.

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

Improvement and progress

This section is about the progress the school has made since the August 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school expected to see increased outcomes in writing through a sequential approach to the teaching of literacy. The school priorities were building fit-for-purpose assessment systems and evaluation skills.

Findings

The school is successfully implementing structured literacy teaching approaches. Achievement results in writing have improved. Girls continue to outperform boys in literacy. The principal and teachers have effectively implemented assessment practices to provide better information for school planning and targeted support for learners.

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? 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 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 64% 65 to 79% 80 to 90% Over 90%

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

Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet 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

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 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.

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 Government reading, writing and mathematics 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

Most students are well-supported to progress well and learn in a caring and inclusive whānau environment.

Leadership develops a positive professional culture for learning, committed to achieving the school’s strategic priorities.

Structured teaching approaches for literacy and mathematics are consistently implemented and support positive progress and achievement for learners. The school meets the one hour a day requirement.

Curriculum planning and design responds well to the needs of students in multi-level classrooms.

Ongoing collaboration amongst staff and the deliberate provision of professional learning strengthens collective capability of teachers.

Teachers carefully consider and inquire into learners’ needs. This information helps planning for ongoing support for learners.

Key priorities

Improve progress and achievement for boys in writing.

Use rates of achievement progress information to further inform targeted planning.

Evaluate the quality and impact of new programmes and initiatives to improve outcomes for learners.

Maintain focus on increasing rates of regular student attendance.

Actions to bring about improvement

Within six months:

leader and teachers explore and consider the effectiveness of the structured mathematics programme to make well-informed decisions for future planning

Every six months:

leader and teachers monitor rates of progress and accelerated learning for all students, especially boys in writing

leader and the school Board review and refine actions to improve rates of regular attendance

Annually:

leadership and the Board formally effectiveness of a range of planned actions to accelerate learning and improve rates of regular attendance and plan for ongoing improvement.

Expected outcomes

Equitable outcomes for boys in literacy.

Increased and sustained rates of regular student attendance.

Better use of evaluation to support school improvement.

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

18 November 2025

Read this report on ero.govt.nz →