Review 11 April 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
Tarrangower School provides education for students in Years 1 – 8. The current school roll is 50 learners, 85% are Māori with smaller numbers of New Zealand European or Pacific heritage. The school’s mission ‘Whāia te Iti Kahurangi, ki te tuohu koe me he maunga teitei - Pursue Excellence and if one should bow one's head then let it be only to a lofty mountain’. It is underpinned by the core values of Respect, Akoranga, Whanaungatanga and Excellence. The Ministry of Education is providing support within the school through the appointment of a Limited Statutory Manager in November 2024.
Part A – Parent Summary
How well placed is the school to promote educational success and wellbeing?
| How well are learners succeeding? | Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well. |
| 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 some 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 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 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 | Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | Less than a third of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
Attendance
The school is significantly behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond 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 does not have 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 not making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
Support
During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support to the Ministry of Education.
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
The school curriculum is designed to ensure that learners have access to at least one hour per day in reading, writing and mathematics.
Professional learning and development in structured literacy continues to build teacher capability to support the improvement of achievement outcomes for students
Teachers work collaboratively to develop and implement teaching and learning opportunities that are increasingly inclusive of learners’ language, culture and identity
The board, leaders and staff continue to implement initiatives that strengthen school and community partnerships.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- develop an attendance plan and review the effectiveness of current initiatives to increase regular attendance for all students
- strengthen structured teaching practices in literacy and mathematics to accelerate progress and overall levels of achievement in reading, writing and mathematics
- improve leaders and teachers’ analysis, understanding and use of progress and achievement data to inform and implement improvement priorities.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
- develop an attendance plan that includes initiatives known to support increased school attendance
- embed structured literacy teaching practices schoolwide and access professional learning to support the implementation of structured mathematics programmes
- leaders undertake professional development in the effective analysis and use of learner progress and achievement data to guide continuous improvement
Every six months:
- report to the board and community progress towards improving regular rates of attendance
- provide professional learning opportunities that strengthen teachers’ understanding and use of effective teaching, learning, assessment and evaluation practices
- report to the board on student progress and achievement in reading, writing and mathematics, including the impact of planned actions designed to improve learner outcomes
Annually:
- review and report to the board on learner attendance, progress and achievement information to support ongoing strategic decision making and resourcing for improvement
- evaluate the impact of teaching, learning and assessment practices on students’ engagement, progress and achievement and use this information to guide next steps.
Actions taken against these next steps are expected to result in:
- students attending school regularly
- improved progress and achievement outcomes for all students in reading, writing and mathematics
- effective use of evaluation that strengthens teaching and learning practices and achievement of school improvement priorities.
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
Recommendation to the Ministry of Education
ERO recommends that the Ministry of Education provide tailored support to the school, in addition to recent appointment of a limited statutory manager to the board, for:
- support for teaching and learning, including assessment practices and schoolwide planning and delivery of literacy and mathematics.
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 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)
11 April 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home