Review 20 March 2025
LatestSchool 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
Tomarata school is a rural school catering for students in Years 1 to 8 near Wellsford in the Rodney District. The school roll is growing, more than 80 students attended in December 2024, approximately 20 percent of students are Māori. The school’s whakataukī is ‘Poipoia te kakano kia puawai |Nurture the seed and it will blossom’. Since the 2022 ERO report, a new principal has been appointed and most teachers are new to the school.
Part A – Parent Summary
Progress since December 2022 ERO report
ERO and the school have worked to evaluate how well the school’s vision, values and localised curriculum have impacted on student engagement and achievement. The school expected to see consistent school wide teaching practice, students provided with real life learning experiences and improved levels of achievement.
Students experience a rural school curriculum, through real life learning opportunities in the nature classroom, garden to table, and outdoor education programmes. The school has documented their curriculum, established consistent planning expectations for teachers, and invested in a specialist literacy teacher to provide additional support for students to make accelerated progress in reading.
Student information shows that attendance, and achievement in reading, writing and mathematics have improved slightly.
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? | The school is improving teaching and learning. |
| How 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 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? | The school is establishing planning and conditions that support improvements in the quality of education for learners. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school reasonably 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 is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
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 small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
Attendance
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan in place to improve attendance.
Regular attendance is improving towards the target.
Chronic absence is reducing over time.
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.
An explanation of the terms used in the Parent Summary can be found here. Guide to ERO school reports
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
Teaching programmes focus on foundation skills in reading, writing and mathematics; in addition, students are provided engaging and hands on learning opportunities.
Structured literacy and accelerated reading programmes are beginning to show lifts in overall achievement.
Students with additional learning needs are well supported through inclusive teaching to make progress and achieve success.
Well considered leadership decisions and professional development in mathematics, structured literacy, and assessment for learning have built staff capability, and are beginning to lift student achievement.
The board make strategic resourcing decisions with staffing to support better learning outcomes for all students and acceleration of progress in literacy for many students.
Te ao Māori, te reo Māori and tikanga Māori have significantly strengthened through additional consultation with mana whenua
Parents and whānau actively contribute their time and skills to enhance learning; the school continues to build effective learning partnerships with parents.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- implement and monitor the effectiveness of new initiatives to increase student attendance
- consistency of teaching practice to increase excellent and equitable outcomes for all students and accelerate the progress of students not yet at expected levels in reading, writing and mathematics
- develop a graduate profile for Year 7 and 8 students to strengthen learning, leadership opportunities and transitions onto secondary school.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- consult with staff, students, and parents to gather feedback and ideas and develop the graduate profile
Every six months:
- closely monitor the effectiveness of initiatives to improve the attendance of students who do not attend regularly and make adjustments where needed
- report attendance trends and patterns to the board and parent community to determine any further action
- Leaders regularly observe and provide feedback to teachers to build consistency of teaching practices
Annually:
- analyse student achievement information and use it to inform future decision making including future professional development priorities
- evaluate how well professional development programmes for teachers and consistency of teaching practice is shifting student progress and achievement in reading, writing, and mathematics.
Actions taken against these next steps are expected to result in:
- increased achievement outcomes for all learners in reading, writing, and mathematics
- consistent high-quality teacher practice
- improved attendance, especially for those learners who do not attend regularly at present.
- increased leadership opportunities for senior school students and strengthened transitions to secondary school.
Part C: Regulatory and Legislative 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
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
Sharon Kelly
Director of Schools (Acting)
20 March 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home