Te Kura o Te Teko

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 Kura o Te Teko is a dual medium kura (school), within the iwi rohe of Ngāti Awa ki Rangitāiki. The kura delivers teaching and learning to ākonga in Years 1 to 8 through Māori-medium (Rumaki) and English-medium (Auraki) pathways. Ngāti Awatanga is a core feature of the kura’s identity and curriculum.​ 

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 

Improvement and progress  

This section is about the progress the school has made since the ​January 2023​ ERO report. It includes an explanation of the expected improvements and findings. 

Expected improvements 

​​The kura is expected to develop a clear and shared strategic direction that supports equity and excellence, with governance and leadership effectively monitoring progress against agreed goals and targets. Learner progress information is expected to be regularly analysed and used to identify, track and support students at risk of underachievement, with reporting that informs board decision-making. Teaching practice is expected to become more consistently aligned to schoolwide expectations, supported by coherent professional learning and development. Over time, schoolwide evaluation using a range of evidence is expected to strengthen planning, teaching and learning, and improve outcomes for all learners.​ 

Findings  

Since the last ERO review, the kura has strengthened its strategic direction with a focus on equity and accelerating ākonga progress. Annual planning and monitoring processes are beginning to support governance oversight of agreed goals and priority areas. Systems for tracking and analysing student progress are becoming more consistent, with emerging reporting to the board that is beginning to inform discussions about learners at risk of underachievement. Professional learning is targeted and increasingly aligned to school priorities, with a collaborative staff culture continuing to strengthen. Evidence based evaluation practices are developing, supported by more consistent assessment and reporting systems, and are beginning to inform planning and review.  

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. 

Achievement in Years 1 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. 

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 a third of​ ​learners​ attend school regularly. 
• The school is ​significantly behind​ the target of 80% regular attendance. 
• The school ​has a suitable plan in place​ to improve attendance. 
• Regular attendance ​is not yet​ improving towards or beyond the target. 
• Chronic absence ​is not yet​ 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 their use of 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. 

Support  

During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support and/or intervention to the Secretary / Ministry of Education. 

Rumaki/Reo Rua outcomes and conditions to support learner 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/Reo Rua classroom/s within in English medium schools. 

Learner success and wellbeing 

• A large majority of ākonga achieve at or above expected curriculum levels in pānui, tuhituhi, and kōrero and pāngarau. Disparity for boys in kōrero and girls in pāngarau is evident. 
• Ākonga confidently engage with local narratives, whakapapa, iwi identity and mātauranga ā rohe through rich, sustained place‑based learning experiences. 
• Ākonga confidently engage in transition processes that help them identify and prepare for future learning pathways beyond Te Kura o Te Teko. 
• Less than half of Te Taha Rumaki ākonga attend kura regularly. 

Conditions to support learner success 

• Calm, well‑structured classrooms, strengthened through kaiāwhina support, small group instruction and effective visual scaffolds, support ākonga to remain focused, positively engaged, and well positioned for continued progress. 
• Effective rumaki leadership, ensures teaching, learning and professional practice are anchored in local contexts and the unique identity of the kura. 
• Deliberate learning opportunities support ākonga to build readiness for secondary school expectations. 

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 

• Ākonga experience an inclusive learning environment, supported by responsive teaching practices, peer inclusion, and school-based programmes that support self-regulation and wellbeing. 
• Ākonga access a curriculum grounded in the Ngāti Awa ki Rangitāiki marau, where iwi narratives, kaupapa Māori and te Māori are naturalised across learning programmes, strengthening learners’ connection to identity and whakapapa. 
• Leaders are strengthening professional capability and internal coherence through collaborative practice, more consistent systems, and a shared professional learning culture that supports agreed expectations for teaching and learning. 

Key priorities 

• Further embed the Ngāti Awa ki Rangitāiki marau as the cultural and teaching approaches of the kura, as part of the strategic direction of the kura toward strengthening its special character. 
• Strengthen the reliability and consistency of assessment and moderation practices across both pathways to support equitable outcomes for all ākonga. 
• Develop a clear and consistent approach to communicating with the community, including achievement data, evaluation findings and strategic priorities. 
• Strengthen governance and leadership understanding of roles, responsibilities and statutory obligations to support effective decision-making and improved ākonga outcomes. 
• Improve ākonga attendance through strengthened monitoring, responsive actions and effective partnerships with whānau. 

Actions to bring about improvement  

Within three months: 

• leaders co‑design with whānau, iwi, kaiako and ākonga a shared understanding of the special character of the kura, grounded in the Ngāti Awa ki Rangitāiki marau ā‑kura 
• leaders establish a cross-pathway assessment and moderation working group with other local networks 
• leaders in collaboration with whānau and iwi, develop a community communication framework 
• the school board, supported by leaders, develop and implement a professional development plan to strengthen governance capacity and capability 

Within six months: 

• leaders embed the agreed special character priorities into teaching and learning programmes, with clear expectations for culturally sustaining practice and monitoring of impact on ākonga identity, engagement and learning 

Every six months: 

• leaders refine and finalise shared assessment tools and moderation templates, informed by feedback 
• leaders review the effectiveness of the communication plan, and adjust approaches to ensure responsiveness and connection 
• the school board and leaders review governance and leadership effectiveness to identify areas for further improvement 
• leaders review the implementation of the attendance plan, and refine actions to address ongoing concerns 

Annually: 

• leaders strengthen coherence and consistency in the implementation of the Ngāti Awa ki Rangitāiki marau ā‑kura as the special character foundation of the kura, supported by evidence of sustained improvement in ākonga outcomes 
• leaders evaluate the effectiveness of assessment and moderation working group, and use findings to strengthen processes and practice  
• leaders embed effective communication practices within policy and planning documents to sustain consistency over time 
• the Te Kura o Te Teko Board and leaders evaluate governance and leadership effectiveness to inform ongoing improvement in statutory understanding, strategic oversight and a focus on equity, progress and achievement for ākonga 
• leaders evaluate attendance systems to inform future strategic planning priorities. 

Expected outcomes 

• Ākonga experience improved outcomes through learning grounded in Ngāti Awa ki Rangitāikitanga and consistently reflecting the special character of the kura. 
• Assessment and moderation practices are consistent and reliable, supporting equitable learning opportunities and improved outcomes for all ākonga. 
• Whānau, iwi and the school community are well informed and engaged through clear communication aligned to the strategic priorities of the kura. 
• Governance and leadership decisions are coherent, compliant and focused on improving equity, wellbeing, and learning outcomes. 
• Regular attendance is improving and sustained over time. 

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: 

• ensure all procedures and practices relating to the stand-down/suspension/exclusion and/or expulsion of any student are implemented in accordance with the guidance issued by the Ministry of Education
  [sections 78 to 89 Education and Training Act 2020] 
• ensure an average of five hours of mathematics teaching and learning is provided per week 
  [section 90 of the Education and Training Act 2020 (2023 Amendment)] 
• school evacuation plan approved by, and 6 monthly drills reported to Fire and Emergency New Zealand  
  [Part 2, Fire and Emergency New Zealand (Fire Safety, Evacuation Procedures, and Evacuation Schemes) Regulations 2018] 
• follow school policy and legislative requirements to ensure all teachers are competent and informed about child protection responsibilities  
  [section 19 Children’s Act 2014]  
• ensure that all teaching staff complete approved training in the safe and lawful use of physical restraint, and that systems are in place to record, monitor and maintain compliance  
  [section 99, Education and Training Act 2020, Education (Physical Restraint) Rules 2017] 
• ensure suitable human resource management practices are implemented including: 
  iii) for non-teaching positions, a Police Vet has been carried out; and  
  iv) the background of an applicant’s character, competence, qualifications, and experience is carefully   
       checked. 
  [section 599/600 Education and Training Act 2020]   

The board ​has taken steps to address​ the areas of non-compliance identified. 

Recommendation to the Ministry of Education  

​​ERO will initiate conversations with the Ministry of Education about support/intervention. ERO recommendation to the Ministry of Education will be outlined in the confirmed report to bring about the following improvements:​ 

• strengthening student attendance planning, monitoring, actions and reporting to increase engagement in learning 
• building leadership capability and capacity across the school to enable sustained improvement 
• providing governance support to strengthen understanding of roles, responsibilities and legislative requirements. 

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