Tirohanga 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.

About the School 

Tirohanga School provides education for learners in Years 1 to 8. The school has 24 students, including 19 students who identify as Māori. The school’s vision is ‘Nurtured by nature, impactful learning through our environment’ and encourages students to be thoughtful, inclusive, respectful and open. 

Part A – Parent Summary

How well placed is the school to promote educational success and wellbeing?

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 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?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 table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

 Reading

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

Most learners meet or exceed the expected curriculum level.

Results are 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 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

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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.

An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office

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

• Students with additional learning needs are well supported to access the curriculum; these learners benefit from well-considered plans and effective teaching strategies.
• Staff are embedding structured literacy and mathematics approaches across all levels of the school.
• Students learn in inclusive environments where mutual respect and trust between learners and teachers supports good participation in activities.
• The board and leadership regularly evaluate evidence about learner progress and achievement to inform improvement priorities.
• Leaders and teachers continue to strengthen and refine assessment practices to provide accurate student progress and achievement information.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• improve systems and processes for monitoring and increasing students’ regular attendance
• review and refine teaching, learning and assessment practices to align with the new curriculum expectations for structured literacy and mathematics, enhancing student achievement
• strengthen the integration of te reo Māori, tikanga Māori and mātauranga Māori in class programmes so that staff and students develop confidence in their understanding and use.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• implement a plan to monitor and improve students’ regular attendance

Every six months:

• closely monitor rates of student attendance to know the impact of systems and processes, informing further school actions
• review the impact of ongoing staff professional learning in structured literacy and mathematics to identify next steps
• review the integration of te reo Māori, tikanga Māori and mātauranga Māori across the school to support ongoing planning

Annually:

• review and report to the board on student attendance, progress and achievement information to inform ongoing strategic decision making and planning
• evaluate progress with integrating te reo Māori, tikanga Māori and mātauranga Māori in teaching and learning.

Actions taken against these next steps are expected to result in:

• increased regular student attendance
• consistent high-quality teaching, learning and assessment practices that enhance the progress and achievement of all students
• confident learners and staff in their knowledge, understanding and use of te reo Māori, tikanga Māori and mātauranga Māori. 

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

Actions for Compliance 

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

• renew police vets for non-teaching staff every three years.
  [s104 Education and Training Act 2020]

The board has since addressed the area of non-compliance identified.

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)

6 May 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home