Review 9 May 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
Twyford School, located rurally near Hastings, provides education for learners in Years 1 to 8. The current roll is 157. The majority of learners are European/Pākehā and Māori learners comprise approximately 12%. The school values are honesty, duty and courage.
Part A: Parent Summary
Progress since December 2022 ERO report
Since the previous report, the school has introduced several initiatives to strengthen students’ social and emotional competencies.
A wellbeing plan has been actioned. Support, strategies and techniques are provided to students so they can manage learning and social behaviours. With community input, the school also identified learner attributes aligned to school values and represented in ways that students can relate to. These attributes are embedded in school culture and guide learning and social behaviours.
This initiative (learner attributes) has been supported by targeted wellbeing and learning support and programmes tailored to meet the different needs of students. Evidenced through a range of measures, the greatest shift has been the positive improvement in learner wellbeing outcomes, such as confidence, engagement in learning and improved social skills.
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 sufficient 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 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 | A large majority of 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 | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
Attendance
The school is approaching 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.
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 significantly 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 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 learn in an inclusive environment. Teaching is successfully adjusted so that learning meets student needs. Students engage in their learning and a strong sense of belonging and wellbeing is evident.
Students benefit from structured teaching practices in reading and writing. A structured mathematics programme is underway. A wide range of learner support and enrichment programmes are offered within a curriculum designed to make full use of learning opportunities.
A strong culture of inquiry is evident. Leaders use good quality data to inform strategic decision making, ensuring that professional development effectively builds teacher capability and aligns with the goals of the school.
Teachers work collaboratively and regularly use achievement information and evidence to inform teaching and monitor the impact of their practice.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- sustain and build on gains in attendance by identifying more specific actions in annual planning and monitoring the impact of these
- implement the new literacy and mathematics curriculum, embedding collaborative planning practices for consistency of delivery and assessment schoolwide
- consult with whānau and the school community to evaluate the extent to which the delivery of te ao Māori reflects the aspirations that the community has for its tamariki.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- review the impact of actions on improved attendance and report to the school community
Every six months:
- review and report to the school board on attendance, noting the impact of actions on improved outcomes and adjust as needed
- inquire and report to the school board about how well assessment, aligned with the curriculum, measures student achievement and progress
- evaluate the provision of te ao Māori schoolwide, using data from consultation to ensure alignment with whānau aspirations and report to the school board and school community
Annually:
- report to the board on progress towards achieving the Government’s attendance targets, to inform further steps
- review and report to the school board on student achievement and progress in reading, writing and mathematics.
Actions taken against these next steps are expected to result in:
- the school meeting or exceeding the Government target for regular attendance
- improved and equitable student achievement outcomes in reading, writing and mathematics
- consistent, schoolwide provision of te ao Māori, reflecting whānau and community aspirations.
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
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)
9 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home