Tui Glen 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

Tui Glen School provides education for students in Years 1-8. The school’s roll is 172 with approximately 53% Māori and 31% of Pacific heritage. The school’s vision is Mā te huruhuru ka rere te manu and the values are ako, resilience, one, honour and aspire. 

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?The school is working towards high levels of success and progress for all learners.What is the quality of teaching and learning?Learners benefit from good 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 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 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

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

Results are becoming more equitable for all groups of learners.

Writing

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

Results are not yet equitable for all groups of learners.

Mathematics

A small 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. 

• Less than half of learners attend school regularly.
• 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.

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’ strong sense of belonging, wellbeing and pride in their school is evident; they experience a positive, inclusive and supportive learning environment that celebrates their culture, language and identity.
• Students confidently participate in tikanga Māori and are encouraged to use te reo Māori throughout the school day; this reflects the school's strategic commitment to Te Tiriti o Waitangi and success for Māori learners.
• Classrooms are well managed and meet learners’ needs. The school identifies and tracks the progress of priority learners and helps students transition in and out of the school.
• Leaders and the School Board work well together, sharing a clear vision to help every learner succeed.
• Targeted professional learning is strengthening practices across the school with structured literacy and mathematics approaches well embedded across the school.
• Strong, learning-focused relationships between the school, community, and local marae support effective communication and contribute to strategic planning and positive learner outcomes.

Key priorities 

• Improve and accelerate the progress and achievement of all learners in reading, writing and mathematics.
• Align current school assessment processes and practices with national curriculum requirements.
• Improve attendance and engagement with whānau to reach Government attendance targets.

Actions to bring about improvement

Within six months: 

• leaders and teachers track, analyse and report on learner attendance, progress and achievement to inform next steps and plan targeted interventions to accelerate progress and achievement
• leaders and the School Board review the impact of initiatives to improve students’ regular attendance and identify further actions

Every six months:

• leaders evaluate the impact of professional learning on outcomes for students, identify areas for further improvement and plan next steps

Annually:

• leaders and teachers review achievement data and evaluate student progress in reading, writing, and mathematics to guide professional learning and inform next steps
• leaders and the School Board review annual attendance information including the impact of initiatives for increasing attendance on learner progress and outcomes, identify improvement priorities and share with the community.

Expected outcomes 

• Improved and sustained accelerated progress and achievement for all learners in reading, writing and mathematics.
• Well-aligned curriculum and embedded assessment practices that guide responsive teaching and learning programmes and informs improvement priorities.
• Improved levels of regular attendance schoolwide.

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

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

20 October 2025