Ahititi 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 14 — 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. August 2018

   10

   Counted while ERO’s review team was at the school. Education Review Office, report of 11 October 2018

2. August 2015

   20

   Counted while ERO’s review team was at the school. Education Review Office, report of 17 September 2015

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 26 May 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.

About the School

Ahititi School provides education for learners in Years 1 to 8. There are 12 students, 75% of whom identify as Māori . The school’s vision ‘Building a strong foundation for future learning’ is underpinned by the shared community values of being responsible, being resilient, risk taking and maintaining respectful relationships.

How well placed is the school to promote educational success and wellbeing?

How well are learners succeeding? The school is working towards high levels of success and progress for all learners.

What is the quality of teaching and learning? Learners benefit from good 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 rich opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent 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? 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 responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.

Student Health and Safety The school needs to ensure a physically and emotionally safe learning environment.

Achievement in Years 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Writing A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Attendance

The school is at 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.

Assessment

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

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 to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is making some progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.

Part B: Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

Learners express a strong sense of belonging and pride in their school that supports their wellbeing and engagement; they experience a positive and inclusive learning environment.

Teaching and learning programmes provide appropriately for the acquisition of foundation skills in literacy and numeracy, alongside meaningful learning experiences across the curriculum.

Teachers are embedding sound practices to effectively deliver structured literacy and are taking well considered steps to implement structured mathematics in 2025.

Leadership increasingly prioritises the improvement of student learning and achievement through strategic planning and decision making.

Staff professional learning is targeted, planned and implemented for ongoing growth and development of teaching and learner outcomes.

Leaders, teachers and staff work collaboratively and regularly use achievement and wellbeing information to inform teaching and learning practices that are responsive to the needs of learners.

Parents and whānau are respected partners in learning; they are well informed and provided with a range of opportunities to support and actively participate in their child’s learning.

Key priorities and actions for improvement

The agreed next steps for the school are to:

document the school’s attendance plan to ensure the trajectory of improvement, aligned to the Government target continues, and is maintained over time

improve and sustain positive achievement outcomes in literacy and mathematics, with a focus on accelerated progress in reading and writing

use an evidence-based approach to evaluate school improvement initiatives and monitor their impact on learner outcomes

strengthen systems and processes to ensure that school policies and procedures align to legislative requirements.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within three months:

seek external guidance to assist with the development and review of school policies and procedures , with priority given to policies and procedures relating to student safety and attendance.

Every six months:

monitor, analyse and report attendance, progress and achievement information and respond with planned interventions to support each student’s next learning steps.

Annually:

review and report learner attendance, academic progress and achievement to the board and whānau , including the impact of initiatives implemented to accelerate reading and writing outcomes; use this information to guide strategic planning

evaluate the success of teaching, learning and assessment practices on learners’ progress and achievement and use this information to plan for future professional development and decision making

ensure scheduled school policies and procedures are rigorously reviewed by the board.

Actions taken against these next steps are expected to result in:

learner attendance meeting or exceeding the Government target

improved and sustained levels of progress and achievement for all learners in reading, writing and mathematics

effective use of evaluation for improvement that supports the implementation of high-quality teaching and learning practices to improve learner outcomes

well implemented policies and procedures that are clearly aligned to current legislative and regulatory requirements.

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

During this review the Board has attested to some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Actions for Compliance

ERO has identified the following area for improvement:

an appropriate system and process for the development, reviewing and updating of policies and procedures is not yet in place.

ERO has identified the following areas of non-compliance during the board assurance process:

an up-to-date set of school policies and procedures is readily available to the school community or board members. A schedule of regular review is required to ensure compliance with all legal and regulatory requirements [Section 127 (1) and (2) Education and Training Act 2020]

having a compliant child protection policy available for the community [Section 15, Oranga Tamariki Act, 1989; Part 6 and Sections 18 and 19, Children’s Act, 2024] [Sections 18 and 19 of the Children’s Act 2014: School boards’ child protection policies]

a policy on physical restraint in accordance with Education (Physical Restraint) Rules 2023 (MOE) [Sections 99-101 of the Education and Training Act 2020]

all registered teachers, including those employed part-time, have completed the online mandatory module for understanding the rules and guidelines for physical restraint [s101 Education and Training Act 2020]

a policy for prevention of bullying that includes a definition of bullying, the categories of bullying, an outline of approaches to preventing bullying and managing bullying behaviour. [Section 127 (1) Education and Training Act 2020; Good Practice]

The board has not yet addressed the areas of non-compliance identified.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three 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)

26 May 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Read this report on ero.govt.nz →