Rongomai 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 151 — 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. March 2018

   174

   Counted while ERO’s review team was at the school. Education Review Office, report of 31 May 2018

2. August 2014

   175

   Counted while ERO’s review team was at the school. Education Review Office, report of 10 October 2014

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 2 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 four years to evaluate what is working well for learners and what needs to be improved.

About the School

Rongomai School is a small school in South Auckland with a roll of 186. The school provides education for students in Years 1 to 6. Most students have Māori or Pacific Island heritage. The school includes two Cook Islands bilingual classes, a satellite unit of Mt Richmond School and two early childhood education centres.

The school’s whakatauki is whaia te iti kaurangi, ki tūohu koe, me he māunga teitei – aspire to the greatest heights, should you bow, be it to a lofty mountain. The school’s values are respect, integrity, courage, and heritage . A new Principal has recently been appointed.

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? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.

What is the quality of teaching and learning? The school needs to improve teaching and learning.

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 variable 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 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 65% 65 to 79% 80 to 90% Over 90%

Reading Less than half of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Writing Less than half of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Mathematics A small majority of 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.

Less than half of learners attend school regularly.

The school is behind the target of 80% regular attendance.

The school is developing a suitable plan 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 should improve their use of 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 not 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 experience a welcoming, positive and inclusive school environment that values their culture and contributes to their wellbeing and sense of belonging.

Staff know students and their whānau well and most speak the student’s home languages.

Senior leaders have documented the school’s curriculum and expectations for high quality teaching and planning. Professional guidance and development are in place to strengthen teaching practice.

The school’s curriculum uses local contexts and resources that are relevant to students. Te reo Māori and tikanga Māori are woven through the curriculum.

Parent and community partnerships in the life of the school are strong. The School Board and staff use formal and informal communication systems to share student progress and success.

Key priorities

Improving assessment practices, including moderation practices, and the use of data to inform teaching.

Enhance teaching quality to improve students’ achievement in reading, writing, and mathematics.

Accelerate the progress of students not yet at expected curriculum levels.

Increase regular student attendance.

Actions to bring about improvement

Within three months

leaders and teachers implement initiatives to increase regular attendance

leaders evaluate how well teachers are using assessment information to inform planning and lesson delivery and plan support if needed

Within six months:

leaders evaluate the impact of initiatives designed to improve student’s regular attendance and identify further actions

leaders monitor the effectiveness of initiatives set high learning expectations and provide challenging activities to increase achievement

Every six months:

leaders provide professional learning opportunities to teachers and regularly observe their practice to strengthen the consistency of effective teaching, learning and assessment practices

Annually:

leaders evaluate how well professional development programmes for teachers are shifting student progress and achievement and identify areas for ongoing improvement

the School Board leaders will review the impact of strategies to improve learner attendance and plan next steps to sustain improvements

leaders will analyse student achievement information and use it to inform future decision making including future professional development priorities.

Expected outcomes

Achievement outcomes for all learners in reading, writing, and mathematics will improve.

Consistent and high-quality teaching across the school.

Attendance will improve, especially for those learners who do not attend regularly at present.

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 (Acting)

2 September 2025

Read this report on ero.govt.nz →