Ngongotaha School

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School gender:
Not Applicable
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22 School Road, Ngongotaha, Rotorua

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Ngongotaha School

Te Ara Huarau | School Profile Report


This Profile Report was written within 18 months of the Education Review Office and Ngongotaha School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website.


Ko au ko Ngongotaha, ko Ngongotaha ko au. Ngongotaha School, located in the village of Ngongotaha, Rotorua blends both rural and urban environments. Students can learn in either an English or Māori medium environment reflecting its vision ‘Iti rearea Kahikatea ka taea - Aim High Stand Proud’.

Ngongotaha School’s strategic priorities for improving outcomes for learners are:

  • aligned to the National Education and Learning Priorities

  • students able to access all areas of The New Zealand Curriculum, as evidenced by progress and achievement in relation to the school curriculum levels

  • Māori students engaged, achieving educational success as Māori and supported by whānau in their learning

  • students with additional needs are supported in their learning to progress and participate in their school and community environment

  • teachers are supported to improve teaching, learning and assessment practices to improve student progress and achievement

  • wellbeing of staff and students.

You can find a copy of the school’s strategic and annual plan on Ngongotaha School’s website.

ERO and the school are working together to evaluate the extent to which improving student aspirations has led to improved student engagement, motivation and agency.

The rationale for selecting this evaluation is:

  • the Mana Ukaipo Survey in 2021, that found children and their whānau did not have the same expectations for educational pathways as the school had expected

  • identification that better use could be made of school and community consultation to inform school direction, strategic planning and monitoring and reporting progress against strategic goals.

The school expects to see:

  • ongoing improvement in school and whānau learning engagement through whānau curriculum workshops

  • students knowing their strengths and setting appropriate goals for personal growth

  • measurable improvement in students’ academic achievement.


The school can draw from the following strengths to support the school in its goal to lift student achievement through increased levels of engagement:

  • a strong connection between the school and the wider community that provides the basis for learning partnerships; this includes an environment that is welcoming to all whānau, staff, students and manuhiri

  • a well embedded localised curriculum; highly functioning support programmes for gifted and talented students and those with additional needs

  • data driven internal professional learning and development with a focus on building students’ strengths and aspirations alongside academic achievement.

Where to next?

Moving forward, the school will prioritise:

  • further strengthening partnerships between the school, whānau and local iwi to lead te ao Māori throughout the school

  • support whānau through workshops to raise student and whānau aspirations, developing a resilient and pathway-oriented school community

  • focusing on specific interventions to improve student outcomes leading to improved levels of engagement.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director Schools

21 July 2023

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Ngongotaha School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of February 2022, the Ngongotaha School Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Further Information

For further information please contact Ngongotaha School Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director Schools

21 July 2023

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Ngongotaha School - 21/12/2016

1 Context

Ngongotaha School is located in the Ngongotaha Village, close to Rotorua. Over 50% of the roll of 384 is Māori, many of whom whakapapa to te iwi ō Te Arawa. The school includes three rumaki Māori and 13 English medium classrooms. Many families and teachers have generational links to the school. A new assistant principal was appointed in 2015 and the majority of staff are long standing in the school. The board of trustees (BoT) is a mixture of experienced and newly elected members.

The school is in the establishment phase of Te Maru o Ngongotaha community of learning. In addition, the rumaki teachers have established a professional network with other kura rumaki in the area.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are to be confident and connected, lifelong learners. The school's whakataukī is 'Iti rearea teitei kahikatea ka taea - aim high, stand proud'. This is supported by the values (tauke) of growth, respect, equality, achievement and trust (GREAT).

The school’s achievement information from 2013 to 2015 shows that there has been an increase in the overall achievement of Māori children in reading, writing and mathematics. Māori are achieving comparably to other children in the school in writing and slightly lower in reading and mathematics.

In rumaki, Ngā Whanaketanga from 2013 to 2015 shows that there has been a steady increase in the overall achievement of Māori children in pānui and pāngarau. Tuhituhi remains the area of concern.

The school reports that achievement information from 2013 to 2015 for all other children shows achievement is tracking upwards in reading and writing. Levels have been maintained in mathematics.

Teachers work collaboratively, using a range of evidence and their professional knowledge, to make overall judgements about children's achievement levels in relation to National Standards and Ngā Whanaketanga.

Since the last ERO evaluation the school has taken the following actions to improve outcomes for children:

  • implemented the Ministry of Education initiative for positive behaviour for learning (PB4L)
  • Te Marau ā Kura development and implementation of a localised, contextual curriculum based on kaupapa Māori histories, marae and iwi
  • established a Māori student achievement team
  • implemented an oral language programme for children in the junior school, jointly funded by the school and Ngāti Whakaue
  • participated in focused professional learning and development to build teachers' capability in raising children's achievement.

3 Accelerating achievement

How effectively does this school respond to Māori children whose learning and achievement need acceleration?

The school is responding well to Māori children whose learning and achievement need acceleration. Leaders have developed highly effective systems to identify Māori children at risk of not achieving equitable outcomes. Annual targets are set for rumaki and English medium children to raise the achievement levels of identified groups in reading, writing and mathematics.

Interim data for 2016 shows, of the targeted Māori children in mainstream classes, 11 of the 21 made accelerated progress in reading and 17 of the 27 in writing. Some have made accelerated progess in mathematics. Reducing the disparity between Māori and other children is an ongoing area for improvement.

In 2016 in rumaki, tamariki are achieving at high levels across all stages in pānui and pāngarau. Children at risk of underachieving in tuhituhi and korero-a-waha are being closely monitored and data clearly indicates progress over time. The acceleration of Māori boys' achievement needs to be an ongoing priority.

The school assesses children on entry to identify those who need additional support. Leaders and teachers have prioritised the importance of building a strong foundation in oral language. This also applies in rumaki, with children's competency in te reo Māori and whānau capability to support their tamariki at home being effectively addressed. The Ngāti Whakaue oral language development programme is successfully supporting a significant number of children and having a positive impact on their literacy and mathematics achievement.

Leaders and the Māori student achievement team have integrated Tātaiako: Cultural Competencies for Teachers of Māori Learners, into the expectations for teaching and learning across the school. Teachers are culturally responsive and have established positive relationships with children. Some teachers have developed successful partnerships with parents and whānau, including providing useful resources and strategies to support learning at home. These practices are having a positive effect on Māori children whose learning needs acceleration.

Teachers use a range of assessment information to plan programmes that consider children's interests, strengths and needs. They closely monitor individual children's progress and discuss effective strategies together. Teachers inquire into their practice in relation to accelerating Māori student achievement. Mentoring and coaching is provided by leaders in the Māori student achievement team. These strategies are supporting teachers to use effective practices to engage Māori children in learning and to raise achievement.

The school has developed a Poutama Tau framework and exemplars, to assist teachers and children in rumaki to better understand learning progressions. A similar framework and system is being used for Māori children in English medium classes. Children are able to identify their achievement and next steps, enabling them to take more responsibility for their own learning.

Children in the middle and senior classrooms have well developed skills for taking responsibility for their own learning. They confidently monitor their own progress in reading, writing and mathematics and are able to identify and plan for their next learning steps. 

How effectively does this school respond to other children whose learning and achievement need acceleration?

The school is responding effectively to other children whose learning and achievement need acceleration. Teachers use the same effective systems they use with Māori to identify and respond to children whose learning needs acceleration. There are comprehensive tools for monitoring the progress of targeted children. Teachers regularly meet in teams to share successful teaching strategies to motivate and engage children in their learning. Team leaders need to continue monitoring the consistency in the analysis of assessments to inform targeted teaching and learning.

At this time in 2016, half of the targeted children had made accelerated progress in reading, writing and mathematics.

Leaders set annual targets to raise achievement levels in reading, writing and mathematics. The next step is to focus target goals on children whose learning needs to be accelerated, addressing disparities beween cohorts of children and giving consideration to ethnicity and gender achievement information. It is important for the BoT to receive interim reports about how target children are tracking towards National Standards and Ngā Whanaketanga to establish how effective the school has been in accelerating the progress of these learners.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school's curriculum and other organisational processes and practices effectively develop and enact the school's vision and values. The school places priority on working towards providing equitable outcomes for all children.

A significant feature of the school is the implementation of Te Marau ā Kura, a localised curriculum developed in consultation with iwi and whānau. This focuses on developing cultural understanding across the school of Ngongotahatanga that values culture, te reo and tikanga Māori practices. There is a strong emphasis on educational achievement and success. This authentic learning programme supports all children's engagement, confidence and sense of self and identity in a cultural and local context.

Children are confident and highly engaged in their learning. A strong sense of belonging is fostered with children, their families and the wider Ngongotaha community. Children participate and learn in a caring, inclusive environment, where their successes are affirmed and celebrated. They benefit from a range of extra-curricular activities and leadership opportunities that foster tuakana-teina relationships. All children, including those who need additional support with their learning, benefit from the settled and positive culture of the school.

The school has worked hard to develop constructive relationships with contributing early childhood centres and kohanga reo. These relationships are supporting a smooth transition from preschool and is complemented by a Great Start programme for children about to start school. There is a considered approach to classroom placement to cater to children's needs and interests, and teachers' strengths. 

Leaders regularly evaluate the impact of interventions designed to bring about positive changes for learners and make appropriate changes to respond to the current needs of children. The school regularly reviews curriculum areas to check what is happening in classrooms. These reviews should be strengthened by evaluating the quality, effectiveness and value of classroom programmes and delivery.

Leaders and teachers are building a culture of inquiry to critically review their capabilities in accelerating children's progress. This culture supports leaders' decisions about targeted professional development to further strengthen collective capacity. The effective appraisal system is focused on improving practice and outcomes for children.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

Current strengths are:

  • leaders are effectively focused on children's wellbeing and achievement
  • children have a strong sense of belonging and connection to the school, whānau, iwi and the community
  • the contextualized curriculum, Te Marau ā Kura o Te Whānau Maunga o Ngongotaha, developed in consultation with whānau and iwi.

The school recognises the need to:

  • set specific charter targets that identify cohorts of children in need of acceleration
  • regularly report the progress of these target children to trustees
  • ensure consistency in the analysis of assessment information to inform targeted teaching and learning across the school
  • strengthen curriculum review for continual improvement and innovation.

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

6 Board assurance on legal requirements

Before the review the board of trustees 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

  • 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendation

ERO recommends that the principal continues to work with trustees, teachers and the school community to address the next steps identified in this report. 

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

21 December 2016 

About the school 



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls 51% Boys 49%

Ethnic composition







Review team on site

November 2016

Date of this report

21 December 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2012

September 2008

August 2005