Te Kohanga School

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.

Every New Zealand state and state integrated school has an ERO review at least once every 4 years to evaluate what is working well for learners and what needs to be improved. 

About the School

Te Kohanga School is a small rural school located in the north Waikato, near Port Waikato, providing education for learners in Years 1 to 6. Most of the students are Māori. The school values are Ngāwari, Titiro Whakamua, Ako and Manaakitanga. In July 2025, a Commissioner was appointed to undertake the functions of the School Board. 

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?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 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?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 is improving its reporting 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 SafetyThe school needs to ensure a physically and emotionally safe learning environment.

 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 64%

65 to 79%

80 to 90%

Over 90%

Reading

A small majority of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Writing

Less than half of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Mathematics

A small majority of learners meet or exceed the expected curriculum level.

Results are not yet 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.

• Less than half of learners attend school regularly.
• The school is behind 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.
• Chronic absence is reducing over time. 

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 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 progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

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

• Students are engaged and learn within settled classroom environments; positive relationships between teachers and students are evident.
• Lessons are well planned, sequenced and structured, including varied, adapted teaching practices to support student learning.
• Structured literacy practices are embedded in the school; the implementation of the mathematics curriculum is developing.
• Strategic and annual planning clearly align to school priorities.
• The school has a rich history and tradition, with strong ties to the community; parents are involved and support the school.

Key priorities 

• Improve regular attendance.
• Accelerating progress in reading, writing and mathematics of those students below expected curriculum levels.
• Accurately report student progress and achievement to better inform teacher practice and the board’s strategic actions.
• Strengthen te reo Māori, tikanga Māori and mātauranga Māori within the curriculum so that staff and students actively give effect to Te Tiriti o Waitangi and improve engagement.
• Enhance the school’s relationship with whānau, hapū and iwi, to strengthen learning partnerships.

Actions to bring about improvement

Within three months:

• principal and School Board review the effectiveness of current strategies and consider others to improve school attendance
• the Board works with staff to establish expectations for reporting student progress and achievement
• the principal and teachers develop a plan to review the curriculum to give effect to Te Tiriti o Waitangi
• the principal with staff, develop strategies to enhance the school's relationship with whānau, hapū and iwi, to strengthen learning partnerships

Within six months:

• the Board ensures strategies for improving attendance are well underway, monitored and adjusted
• the Board has clearly established processes to report on student progress in reading, writing and mathematics
• the principal reports to the Board and community, on the progress to strengthen te reo Māori, tikanga Māori and mātauranga Māori within the school curriculum
• the principal supported by the Board, uses strategies to enhance the school’s relationship with whānau, hapū and iwi, to strengthen learning partnerships

Every six months:

• the Board reports to the community on the impact of initiatives to improve student’s regular attendance
• the principal reports to the Board analysed data for accelerated progress and achievement in reading, writing and mathematics

Annually:

• the Board updates the community on the progress made towards students regularly attending school
• the Board and the principal review student achievement in reading, writing and mathematics with focus on those learners below expected curriculum levels, to inform forward planning
• the principal with staff evaluates and reports on the impact of te reo Māori, tikanga Māori and mātauranga Māori within the school curriculum including the influence on student engagement, attendance and progress
• the Board and the principal gather feedback on the effectiveness of the school’s relationship and learning partnerships with whānau, hapū and iwi, to inform next steps.

Expected outcomes

• Improved regular attendance for all students.
• Accelerated progress for learners below the expected curriculum levels in reading, writing and mathematics.
• The Board receiving regular and consistent reporting on student progress and achievement to better inform strategic actions.
• Te Reo, tikanga Māori and Mātauranga Māori are embedded in the school curriculum and evident in all aspects of school life.
• Learning partnerships with whānau, hapū and iwi, are established.

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

Actions for Compliance

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

• meet children’s worker safety checking requirements
  [Children’s Act 2014]
• obtain a Police Vet every three years for employees who still work at the school
  [S 104 Education and Training Act 2020].

The Board has since taken steps to address the areas of non-compliance.

Recommendation to the Ministry of Education

Since the time of the ERO review, the Secretary for Education has appointed a commissioner as listed in section 171, Education and Training Act 2020, to bring about the following carry out the functions of the school board.

The next public report on ERO’s website will be a School Report and is due within four 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

30 October 2025