Aorangi School (Rotorua) - 25/10/2018

School Context

Aorangi School is located in Western Heights, Rotorua and currently caters for 147 students in Years 1 to 6. The roll includes 125 students of Māori descent. Since the last ERO review in 2015 the roll has remained similar in number but the school reports that it tends to fluctuate, with a high number of students enrolling and leaving throughout the year. School data shows that many students enter at five years with low literacy levels. The principal continues in her position and in 2016 there were two new appointments to the senior leadership team. The board chairperson also continues in her role and has been a long-standing board member. In 2015 and 2016 the school was a gold award health promoting school and teachers were involved in professional learning and development in science. In 2018 the school experienced some changes to the teaching team.

The school’s vision is to develop students who:

  • believe they can achieve their highest aspirations

  • actively build positive relationships

  • are continuously curious, innovative and resilient.

Promoting values of aroha, manaaki, wairua, respect, duty, consideration, obedience, responsibility, kindness, compassion, honesty and truthfulness are stated priorities of the school.

The school is a member of the Te Maru o Ngongotaha Community of Learning|Kāhui Ako.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • reading, writing and mathematics

  • wellbeing.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is achieving positive learning outcomes for some of its students. It is yet to achieve equitable outcomes for all students.

While achievement information from 2015 to 2017 for all students shows that less than half achieved at expectation in reading, writing and mathematics, data collated mid 2018 indicates that some are now making good progress in reading. Girls achieve at significantly higher levels than boys in literacy and mathematics and this gender disparity has remained consistent over the last three years. Achievement in numeracy and writing continues to be low. Information collected in a survey of students in Years 4 to 6 indicates that the school effectively supports student wellbeing.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Data collated mid-2018 for those students who have been at the school for two terms or more, indicates that over half of the Year 4-6 students have made good progress in reading and are on track to achieve the expected level by the end of the year. Leaders are yet to consistently analyse achievement information to show rates of progress (expected and accelerated) for identified groups of underachievers.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Students participate in caring and inclusive environments. Culturally responsive practice is evident schoolwide through experiences such as daily morning hui where students come together for karakia, waiata and to focus on the school values. There are shared understandings among students and teachers about social expectations for participation and engagement. Students with additional learning needs are well integrated into classroom programmes and the school is responsive to their diverse learning and behaviour needs.

Leaders and teachers have respectful relationships with students. They are positive and affirming in their interactions and provide orderly and supportive environments. Leaders and teachers work collaboratively and have a strong focus on initiatives that promote the health and wellbeing of students. Internal professional development is supporting teachers to plan more purposefully to meet the specific needs of identified at-risk learners. Leaders are actively involved in the local education community. They are well supported by the board of trustees to provide well-resourced learning environments for all students.

The board is committed to the provision of additional learning support. Students whose wellbeing and learning is at-risk are well supported through health and care initiatives and teacher aide support. Funding is made available to minimise barriers to learning for these students. This approach is enabling at-risk learners to access a range of educational opportunities.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The management and use of achievement information needs to be strengthened. Leaders now need to:

  • develop school-wide targets that are inclusive of all at-risk learners, and report to the board on the rates of progress of these students
  • collate and analyse student achievement data to evaluate the impact and effectiveness of classroom teaching, programmes and interventions.

Professional learning and development is needed to:

  • strengthen teacher understanding of assessment for learning practices to specifically meet the needs of at-risk learners, enabling these students to know about and understand their progress and next learning steps
  • build teacher capability to raise and accelerate achievement of at-risk learners.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • finance

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Areas for improved compliance practice

To improve current practice, the board of trustees should review the current appraisal policy to fully reflect the Education Council requirements.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • learning environments that are orderly and well-resourced
  • an inclusive culture for learning that supports student wellbeing.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • improved analysis and use of student achievement data to inform school internal evaluation

  • leadership for learning that is focused on raising achievement, particularly for boys in literacy.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in one to two years.

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

25 October 2018

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 54% Girls 46%

Ethnic composition

Māori 85%
Pākehā 10%
Pacific 4%
Other 1%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

August 2018

Date of this report

25 October 2018

Most recent ERO report(s)

Education Review February 2015
Education Review June 2010