ERO Reports Te Tari Arotake Mātauranga

About ERO

ERO reviews schools and early childhood education services every three years on average, and publishes national reports on current education practice.
The focus of the report is to give the public and the local community a report on the performance of education centres. 
ERO Report 2014

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Key Comments:

The following are some key comments about the school from the ERO report:

  • "Raising student achievement continues to be a priority. Teachers are working collaboratively to develop their capability and to build consistency across teaching and assessment practices."
  • "The March 2012 ERO report identified areas for review and development to lift student achievement across the school. Since then, the school has participated in an ongoing ERO evaluation process to support improvement over a period of two years. During this time, trustees, senior leaders and teachers have been involved in extensive professional development."
  • "Students have opportunities to participate and show leadership through kapa haka. There is a focus on developing positive relationships with students and their whānau."
  • "Considerable work has been undertaken across the school to build student ownership of their learning, especially in the key curriculum areas of reading, writing and mathematics."
  • "As a result of a writing focus in 2013, positive shifts are beginning to show in the National Standards achievement information. The school is well aware of the need to maintain a strong focus on accelerating achievement in literacy and mathematics."
  • "Observations of teachers show increasing use of effective teaching practices. Senior leaders have an understanding of teachers’ strengths and areas for further development. Teachers are receiving appropriate feedback through focused observations of their practice."

ERO Report, September 2014

ERO Report 2012

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Key Comments:

The following are some key comments about the school from the ERO report:

  • "Arakura School caters for students in Years 1 to 6 in Wainuiomata. Stability of the senior management team and staff retention since the August 2009 ERO report has provided continuity and coherent leadership for school improvement initiatives."
  • "During their first year, most students make satisfactory progress as a result of targeted interventions and focused teaching....  Students are generally well engaged in their learning during teacher instructional time in classrooms."
  • "Managers, staff and students have participated in a range of useful initiatives to identify and promote Māori student success. Teachers have engaged in relevant professional learning and development (PLD) to support their inclusion of te reo me ngā tikanga Māori in the classroom. Most teachers implement relevant strategies to purposefully acknowledge and promote Māori perspectives, contexts and language as part of their regular practice. Senior students participate in kapa haka facilitated by former students attending the local secondary school."
  • "A large number of students in Years 3 to 6 with identified learning and behaviour needs are involved in targeted programmes or extra in-class support to accelerate their progress in reading and mathematics. Most of these learners make some progress and are further motivated and encouraged by the extra support and success."
  • "The board is committed to school improvement and has made advances in consultation and partnership with some groups in the community."

ERO Report, March 2012