Tangimoana 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 

Tangimoana School is a full primary school located approximately 40 kilometres from Palmerston North, providing education for learners in Years 1 to 8. The school has 17 enrolled students, with Māori learners representing 47% of the roll.

The school’s vision, Mā te ahurei o te tamaiti e ārahi i ā tātou mahi - Let the uniqueness of the child guide our work, is reflected in its whakataukī: He Kahawai Kei Āku Ringa – Using the Tools at Hand to Create Success. Students are encouraged to embody the school’s core values, represented by the acronym BEACH - Brave, Engaged, Aroha, Creative, and Hauora, in both their learning and everyday interactions. 

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 school evaluated how well they provide all learners with opportunities to progress their knowledge and skills in te reo Māori me ona tikanga and the mātauranga of local hapū and iwi. 

The school expected to see a progressive te reo Māori programme provided for all learners. It also aimed to embed culturally responsive practices across school-wide systems and strengthen relationships with mana whenua. In addition, the school expected all learners to achieve at the expected curriculum levels. 

Findings 

Staff and the school Board have purposefully strengthened culturally responsive practices that increasingly fosters te ao Māori for learners. Student inquiry projects reflect their unique setting, including a focus on environmental education. Staff engagement in professional learning and development (PLD) in te reo Māori has improved their collective capability to integrate Māori language into the daily lives of learners. Connections with iwi are being established to foster shared learning and create opportunities that benefit both learners and the wider community.  

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 an increasingly consistent focus on supporting learners to gain skills in foundational 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 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 responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board needs to ensure a physically and emotionally safe learning environment.

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.

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 large majority of 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 becoming more 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 large majority of learners attend school regularly.
• The school is approaching the target of 80% regular attendance.
• The school is yet to have a suitable plan to improve attendance.
• Regular attendance is improving towards or beyond the target.

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 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.

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

• Learners are encouraged to demonstrate shared school values that fosters their positive engagement in an inclusive learning environment.
• Learners identified with additional learning needs receive targeted support to meet their individual learning and engagement requirements.
• The school leader works collaboratively with the school Board and staff to pursue strategic priorities that align to improving outcomes for learners.
• Staff embed relevant practices to effectively deliver structured literacy and are increasingly introducing a structured approach in mathematics to meet curriculum requirements. The delivery of reading, writing and mathematics meets the expectation of one hour per day.
• Comprehensive written reports and termly conferences bring the school, parents and whānau together to ensure a collective response in promoting positive outcomes for learners.
• Staff participation in English and mathematics PLD is increasingly strengthening their collective capability to achieve a consistent and effective approach in meeting the diverse needs of individual learners. 

Key priorities

• Improve attendance to meet the Government target of 80% regular attendance.
• Raise achievement in writing and ensure equitable outcomes for all learners.
• Build teacher capability to use intentional teaching strategies and assessment effectively to meet the diverse needs of learners. 

Actions to bring about improvement 

Within three months:

• the school Board to develop an attendance plan
• the school leader to identify relevant PLD to strengthen staff capability in using intentional teaching strategies that support differentiated learning for students

Within six months:

• the school Board and leader to implement the school’s attendance plan
• teachers participate in relevant PLD to strengthen their understanding and application of intentional teaching strategies and assessment practices that effectively differentiate learning for students   
• staff collaboratively review and refine the assessment schedule to ensure appropriate tools and moderation processes are in place, maintaining consistency, accuracy, and alignment to support planning for diverse learner needs 

Every six months:

• the school leader analyse and report to the school Board on the impact of their planned actions in meeting key attendance and achievement priorities, with a particular focus on equity of outcomes in writing
• staff implement agreed teaching strategies that effectively differentiate learning to meet the diverse needs of learners

Annually:

• the school leader’s statement of variance to provide the school Board with evaluative evidence of the impact of school actions on meeting key priorities and identify next steps for improvement
• staff collectively document agreed expectations for the delivery of English, mathematics and assessment practice aligned with curriculum requirements.

Expected outcomes

• Learner attendance achieves or exceeds the Government target of 80% regular attendance.
• Learners are highly engaged and achieving equitable and successful outcomes, particularly in writing.
• Teachers consistently demonstrate effective use of intentional teaching strategies and assessment practice that are responsive to the diverse learning needs of students.

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:

• procedures and practices relating to the stand-down/suspension/exclusion and/ expulsion of any student have not been implemented in accordance with the relevant provisions of the Act
  [Education and Training Act 2020]
• the school Board has not ensured Police vetting every three years of every contractor or their employees
  [Children’s Act 2021: Safety checks of children’s workers; sections 25, 26 and 27]  

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

To improve practice the School Board should:

• ensure in-committee minutes adhere to good practice guidelines.
  [Public Records Act 2005]

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 February 2026