Te Puna 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 four years to evaluate what is working well for learners and what needs to be improved.

About the School 

Te Puna School is located on the northern side of Tauranga and provides education for approximately 218 learners in Years 1 to 8. The school offers Level 1 Māori immersion learning for 28 ākonga in Years 1 to 8, in Te Puna Mātauranga.

The school’s mission statement is Together We Learn, Together We Care: Mā te kotahitanga ka ako, Mā te kotahitanga ka manaaki.

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 mathematics. How well does the school curriculum respond to all learners needs?

Learners have rich 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 is improving its collection and use 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 64%

65 to 79%

80 to 90%

Over 90%

Reading

Most 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 not yet equitable for all groups of learners.

Mathematics

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

Results are not yet equitable for all groups of learners.

Rumaki/Bilingual

 Pānui

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

Results are not yet equitable for all groups of learners.

Tuhituhi

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

Results are not yet equitable for all groups of learners.

Pāngarau

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. 

• The school is behind the target of 80% regular attendance.
• The school has a suitable plan in place 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 uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
• Assessment information is used well 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 and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

Rumaki/Bilingual Outcomes and Conditions to Support Learners Success

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/bilingual classroom/s within in English medium schools.

Learner success and wellbeing

• A large majority of ākonga in Te Puna Mātauranga meet curriculum expectations for kōrero. A small majority are doing so for pānui and pāngarau and less than half for tuhituhi.
• Kaiako are beginning to contribute to the development of ākonga as cultural contributors for their marae and hapū.
• Te Puna Mātauranga is behind the Government’s target for regular attendance.

Conditions to support learner success

• Te Reo ā-waha is prioritised to accelerate language acquisition and develop stronger competency in the core concepts of pāngarau and te reo matatini.
• Te Pirirākau cultural practices are beginning to be naturalised through the development of Ngā Aheinga Ahurea o Te Puna Mātauranga.
• Strong relationships with local Māori medium kura, provide ākonga and whānau with a range of choice to continue pursuing their chosen pathway.

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

• Through inclusive practices most learners, including those with additional learning needs, are well supported and have a strong sense of belonging.
• High quality teaching and learning is consistent across English medium classes. Teachers know their students well and respond effectively to a range of needs. Learners at risk of not achieving are identified, well supported and their progress closely monitored.
• Curriculum design ensures that students have depth and breadth of learning, with one hour a day allocated to reading, writing and mathematics. The school is beginning to implement structured literacy and introducing structured mathematics.
• Leaders support staff to have relevant professional learning and development that enhances their curriculum knowledge and teaching practice; this professional development is evidence-based and aligned with strategic goals.
• The school demonstrates strong evaluative capacity. The board and leaders use a wide range of evidence, including community voice and achievement data, to drive continuous improvement through focused, strategic annual planning.

Key priorities 

• Increase learners’ awareness of their progress and next steps in literacy and mathematics to strengthen ownership of, and clarity about, their learning.
• Build teaching knowledge and practice, including assessment.
• Improve outcomes in reading, writing, and mathematics.
• Embed structured literacy and mathematics approaches schoolwide.
• Refine and monitor attendance systems and initiatives to improve regular attendance.
• Develop and implement a professional growth plan to strengthen kaiako capability in the delivery and assessment of the Te Marautanga o Aotearoa curriculum through the provision of te reo Māori.

Actions to bring about improvement 

Within three months:

• leaders monitor the progress of kaiako growth and development in delivery and assessment of Te Marautanga o Aotearoa

Within six months: 

• leaders provide professional development strengthen teacher capability in structured literacy and mathematics approaches
• leaders and teachers promote regular attendance through clear, ongoing communication with the school’s community about the importance of consistent attendance and its impact on student success
• leaders monitor consistency in teacher practice for assessing literacy and numeracy school-wide and provide support for staff as required; ensure students are well informed about their progress and next steps
• leaders and teachers review the short-term impact of professional growth and development on the progress and achievement of ākonga in Te Puna Mātauranga

Every six months:

• teachers and leaders analyse and respond to achievement data for those learners that the school has yet to get to expected curriculum levels, to accelerate their progress
• leaders and the School Board analyse and report attendance data and adjust approaches accordingly
• leaders and teachers gather and analyse student voice, and with progress and achievement data, evaluate the impact of targeted teaching on learners at risk of not achieving and plan next steps 

Annually:

• the School Board and leaders review and report student attendance, progress, and achievement data to inform strategic planning and decision making
• the school host information sessions for parents and whānau to build understanding of structured approaches in literacy and mathematics, supporting learning at home
• leaders evaluate the implementation of structured literacy and mathematics approaches to inform ongoing professional development and resourcing needs
• leaders review and refine the school’s approaches to learning ensuring alignment with current curriculum and assessment developments
• leaders and the School Board evaluate the impact of professional growth and development on ākonga learning, well-being and achievement in Te Puna Mātauranga; refine and implement improvements.

Expected outcomes 

• Equitable and excellent outcomes for all learners in reading, writing, and mathematics.
• Schoolwide implementation of effective, high-quality teaching practices in literacy and mathematics.
• Learners who confidently understand and articulate their progress and next steps.
• Improved regular attendance across the school.
• Improved academic progress for all ākonga in Te Puna Mātauranga.

Regulatory and Legislative Requirements

This section of the report is about how the school meet 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 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

10 October 2025