Mahora School - Te Kura o Mahora

22 August 2025

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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School

Mahora School is located in Hastings and provides education for learners in Years 1 to 6. The current roll of 352 learners comprises 39% Māori, 32% Pākehā | New Zealand European, 14% Asian and 14% of Pacific heritage. The school motto is Piki Haere/Keep Climbing and its values are mauri/ self, whanaugnatanga/connection, ngākaupai/ attitude, kaitiakitanga/respect and manaakitanga/responsibility. The school roll includes an increasing number of English language learners.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding?Success and progress for all learners is increasing.What is the quality of teaching and learning?Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematicsHow well does the school curriculum respond to all learners needs?

Learners have sufficient opportunities to learn across the breadth and depth of the curriculum.

There is a 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 SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 65%

65 to 79%

80 to 90%

Over 90%

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 large majority of learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Mathematics

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

The small majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.

Assessment

This section is about how the school assesses learner progress and achievement.

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

This section is about how well the school supports all learners to make sufficient progress.

The school has 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 progress towards meeting Government reading, writing and mathematics targets for 2030.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

Learners have a strong sense of belonging and pride in their school. They experience a positive and inclusive learning environment that supports their interests and cultures.
The school values are evident in practices and processes schoolwide, resulting in a connected and collegial school community.
Learners benefit from a curriculum that links learning to local contexts and connects with iwi. Teaching is engaging and adapts to meet the needs of student.
School attendance is increasing.
Leaders and teachers are embedding a structured approach to literacy schoolwide, and the implementation of structured mathematics is a focus for 2025.
A stong culture of inquiry is evident. Leaders use good quality data to inform strategic decision making and resourcing, ensuring that professional development effectively builds staff capability and aligns with the goals of the school.

Key priorities

Further improve regular attendance.
Develop and define the school’s best practice approaches to teaching and learning and align with the new curriculum and assessment requirements.
Embed a structured mathematics approach schoolwide and continue to build teacher knowledge and practice.
Further strengthen the use of achievement and assessment data to inform practice in reading, writing and mathematics across the school.
Grow learning partnerships with all whānau, celebrating the diversity of the community.

Actions to bring about improvement

Within six months:

leaders review the attendance plan, evaluate the effectiveness of strategies and plan next steps
leaders and teachers review the alignment of teaching and learning approaches in mathematics with the new curriculum and assessment requirements and identify next steps

Every six months:

leaders and teachers review attendance for trends and patterns and adjust the attendance plan as required

Annually:

the School Board and leaders evaluate the impact of strategies used to improve students’ regular attendance and report to the school community
leaders ensure teaching and learning practices are aligned with the new curriculum and assessment requirements and identify ongoing staff professional development and resourcing
the School Board and leaders review data on student achievement information for all groups of learners to enable planning for equitable outcomes
leaders and teachers reflect on learning partnerships with all whānau to ensure involvement with all groups.

Expected outcomes

Regular student attendance improves.
Effective and high-quality teaching practices in mathematics embedded schoolwide.
A clear and defined approach to curriculum delivery and assessment.
Equitable and excellent outcomes for all learners in reading, writing and mathematics.
Strong learning partnerships lead to more community involvement and increased learner success.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

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

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

The next public report on ERO’s website will be a School Report and is due within 4 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)
22 August 2025