Mangaroa School - 22/05/2018

School Context

Mangaroa School is in a rural community close to Upper Hutt city. It caters for students in Years 1 to 6. Currently the roll is 111 students.

The school states that the overarching values system of TREES - team work, respect, resilience, responsibility, exploration, environment and success - supports a positive school culture and sets clear direction for learning.

The school’s focus is on accelerating progress of those students who need this, and to empower children to make informed choices and be confident, engaged and motivated learners.

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

  • progress and achievement in reading, writing and mathematics.

A deputy principal was appointed in February 2018. Many of the teaching team have been at the school for some time.

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 has high expectations that all students will progress and achieve.

School reported data for 2017 states that most students achieved above expectations in reading and writing. Achievement in writing improved, to lessen the gender disparity previously evident. Almost all children achieve very well in mathematics.

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

The school addresses identified disparity in learner outcomes. A trend at new entrant level has been addressed through specific classroom interventions and resulted in acceleration for the majority of students in their first three years at school.

Students with additional needs make appropriate progress against their individual goals.

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?

In their stewardship role, trustees are very supportive of student progress and achievement. They receive regular information that informs resourcing decisions in the interest of students.

Leadership ensures an orderly and supportive environment that is conducive to student learning and wellbeing. Students have a caring, collaborative, well-organised learning environment. They, with their families, are well known to leaders, teachers and staff.

The school’s values, principles and practices are successfully implemented and shared understandings evident. Reported outcomes for learners are greater engagement in learning and wellbeing for success. The teaching of the curriculum makes connections to learners’ prior understandings, out of school experiences and real-world contexts. Students use a range of well-considered, age appropriate devices for learning. Successes are celebrated.

Teachers respond to data and collaboratively engage in professional learning, including with colleagues in other schools, to further successful outcomes for students. Changes in the teaching of writing have given students greater choice and opportunity to experience more positive learning. Their agency through choice is highly evident.

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

Students at risk of not achieving are identified. To support further acceleration, progress data should be closely monitored to determine the next incremental step for individuals as well as groups of students. Evaluating the effectiveness of programmes, initiatives and teaching, to clearly determine those school processes and practices that address equity and accelerate learning of students, is a next step.

Trustees, with leaders and staff should, undertake learning about success for Māori as Maori, implications of the Treaty of Waitangi and bicultural perspectives for all students. Trustees have a responsibility to ensure that the curriculum is appropriate for all students. Inclusion of te ao Māori should strengthen the school’s bicultural curriculum.

Appraisal and teaching as inquiry requires strengthening to better support teachers in their professional and ongoing learning. The process needs to align with Education Council requirements, be useful and rigorous, and thoroughly reviewed at the completion of each cycle.

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.

4 Going forward

Key strengths of the school

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

  • a professional, collaborative culture that leads to improved teaching and learning practice and outcomes for students

  • shared values that support children’s engagement and wellbeing

  • leaders and teachers knowing students well that leads to responsiveness to individuals’ interests and their preferred ways of learning.

Next steps

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

  • teachers, staff and trustees knowing about and providing bicultural perspectives in the curriculum for all children and to support Māori to be successful as Māori

  • rigorous implementation of the appraisal system

  • building effective internal evaluation to know the impact of initiatives on improving equity and excellence for all learners

  • more targeted planning to accelerate learning, and closely monitor and track target students who are at risk of not achieving well, against their individual goals. [ERO will monitor and discuss progress with the school]

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

22 May 2018

About the school


Upper Hutt

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Male 64%, Female 36%

Ethnic composition

Pākehā 89%
Māori 5%
Other ethnic groups 6%

Provision of Māori medium education


Review team on site

March 2018

Date of this report

22 May 2018

Most recent ERO report(s)

Education Review May 2015
Education Review June 2012
Education Review May 2009