Aranga School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 17
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- State Highway 12, Aranga, Dargaville
- Territorial authority
- Kaipara District
- Phone
- 09-4390634
- admin@aranga.school.nz
- Website
- http://www.aranga.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Northland
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- In their words
- Our Mission - "Mō te katoa - Each for all"
- Our Vision
- To provide a learning environment that will equip our children to be the best people they can be.
- Our Values
- Mahi Tahi - Working Together
- Takohanga - Responsibility
- Whakaute - Respect
- Kaitiaki - Taking Care
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 4
- Māori
- 14
- Pacific
- 0
- Asian
- 1
- MELAA
- 0
- Other
- 1
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 02 | 4 | 1 | 0 | 0 | 0 | 2 | 0 | 4 |
| Year 03 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 04 | 2 | 1 | 0 | 1 | 0 | 1 | 0 | 3 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 12 | 3 | 0 | 1 | 0 | 8 | 0 | 14 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 06 | 4 | 1 | 0 | 0 | 0 | 2 | 0 | 4 |
| Age 07 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 08 | 2 | 1 | 0 | 1 | 0 | 1 | 0 | 3 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 12 | 3 | 0 | 1 | 0 | 8 | 0 | 14 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Aranga School | 0% |
|---|---|
| Northland Region | 52% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Aranga School | 0% |
|---|---|
| Northland Region | 6.5% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Aranga School | 0% |
|---|---|
| Northland Region | 2.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 534
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 3 April 1905
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 4
- Last reviewed
- 20 August 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (20 August 2024)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The same report — the board assurance report of 20 August 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following areas of non-compliance during the board assurance process:
ensure all staff employed have a current police vet as part of a comprehensive risk assessment process [section 104 Education and Training Act 2020]
ensure emergency and crisis preparedness and planning is current and reviewed regularly, including evacuation and lockdown procedures [Fire safety; Evacuation procedures and evacuation schemes regulation 2018]
The board has since addressed the areas of non-compliance identified.
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 17 — 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.
March 2019
24
Counted while ERO’s review team was at the school. Education Review Office, report of 12 June 2019
November 2016
34
Counted while ERO’s review team was at the school. Education Review Office, report of 3 March 2017
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 20 August 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Aranga School, located on the border of the Kaipara and Far North Districts, is a small rural school providing education for students in Years 0 to 8. Most students travel long distances to attend the school. The school has a long-standing connection with Te Roroa , the local iwi . A new principal and teaching team started at the beginning of 2024.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The school is working towards equitable and excellent outcomes for all students.
Most students are achieving at the expected curriculum level in reading and the majority of students in writing and mathematics.
Students have a strong sense of belonging, are confident in their identity, language and culture and have a positive attitude towards learning te reo Māori .
Regular student attendance is below the Ministry of Education targets; improving and maintaining student attendance is a priority for school leaders.
Conditions to support learner success
School leadership is strengthening conditions, in collaboration with whānau, hapū and iwi , to support learner success.
Leaders plan and co-ordinate the school’s curriculum to include and respond to the aspirations of the community.
Deliberate steps are being taken to strengthen curriculum planning, and the tracking and reporting of student attendance, progress and achievement through the development of learning portfolios.
Teachers are strengthening their programmes and practice to consistently respond to student needs.
Teachers build positive relationships with students to support progress and achievement through individualised programmes.
An integrated curriculum provides multiple opportunities for learning in and through te reo, tikanga and mātauranga Māori .
Students needing additional support are increasingly provided with evidenced-based interventions to improve their progress and achievement.
Key conditions, including systems and processes are being developed to support improved outcomes for students.
The values of mahi tahi, takohanga, whakaute, kaitiaki increasingly guide all aspects of school routines and processes to promote inclusion and wellbeing.
Leaders and teachers respect and value working in partnership with parents and whānau to improve student outcomes.
The board need to strengthen self-review processes to ensure alignment between policy, procedures and practice.
Part B: Where to next?
The agreed next steps for the school are to:
regularly track and report student attendance, progress and achievement to support ongoing improvement
develop and align systems to manage curriculum planning and formal reporting of student attendance, progress and achievement
develop and implement a professional learning plan to improve continuity and consistency of teaching and learning, focused on raising student progress and achievement
provide regular opportunities for students to give feedback and contribute to what and how they learn.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months
provide evidence of student progress against individualised goals and provide opportunities for students to give feedback and contribute to what and how they learn.
plan appropriate professional learning to support governance, leadership, teaching and learning practice
Every six months:
analyse and review progress, achievement and attendance of students to inform improvements to teaching and learning
undertake reporting to whānau informed by student learning portfolios
Annually:
review student attendance, progress and achievement to further inform improvement priorities
review key policies, in particular policies related to student safety and welfare
evaluate learning portfolios, including collecting stakeholder voice to inform continuous improvement.
Actions taken against these next steps are expected to result in:
all students attending regularly and achieving at expected curriculum levels in reading, writing and mathematics by the end of Year 8
learning portfolios used to plan, track and report individualised student progress and achievement
improved teacher collaboration and consistency to support student understanding of progress, successes and next steps
the school board practices meeting legislative requirements and align with policies and procedures.
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 Evaluation 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
Shelley Booysen Director of Schools
20 August 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 4 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).