Te Manu Tukutuku South Hornby 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

Te Manu Tukutuku South Hornby School is located in Christchurch and provides education for learners in Years 1 to 6. The current roll of 325 is increasingly diverse and growing. Just over 50% of learners identify as New Zealand European, 30% as Asian and almost 20% as Māori. The school values of Ako, Whanaungatanga and Mahi Tahi are known by learners and staff. Since the last review a new principal has been appointed.

Part A: Parent Summary

Progress since May 2018 ERO report

The priority for further development to sustain learner success was to improve internal evaluation so teachers, leaders and trustees could be clearer about effective programmes and strategies. Continue to focus on and improve the progress of students whose learning needed to be accelerated. 

The ongoing, regular discussion and careful analysis of learner data, achievement and progress is an embedded part of school practice. There is a continual focus on identifying and assisting those learners in need of accelerated progress. As a result of these actions, since the last review, overall achievement in reading, writing and mathematics has lifted; and the network of student supports has been extended.

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 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 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 becoming more equitable for all groups of learners.

Writing

A small majority of learners meet or exceed the expected curriculum level.

Results are becoming more 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

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.

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 making some progress towards meeting Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau for 2030 and agrees this will need to be a key strategic priority.

An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
 

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

• Learners show a positive sense of belonging, demonstrating pride and confidence in their identity and culture.
• Learners are respectful and positive in their relationships with others.
• Leaders are well informed by data and research, setting and pursuing strategic goals that benefit learners and their families.  
• Leaders and staff are using structured, explicit teaching in literacy and are well placed for future curriculum adjustments in mathematics.   
• A cohesive planned approach for curriculum delivery ensures learners are effectively catered for in reading, writing and mathematics; a range of varied opportunities are provided across other curriculum areas.
• The capability of teachers and support staff is intentionally developed through targeted, planned professional learning.
• Leaders have effective processes in place to ensure all staff are participating in the regular, ongoing evaluation and review of their professional progress and effectiveness in meeting the needs of learners.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• align assessment practices with national priorities and curriculum adjustments to assist learner progress and success
• ensure that ongoing professional learning for teachers in reading, writing and mathematics supports the delivery of structured, explicit programmes, cohesively and collaboratively in reading, writing and mathematics
• continue to improve the number of learners achieving at or above curriculum expectations in reading, writing and mathematics
• increase regular attendance, working towards the Government’s target. 

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

Every six months:

• evaluate and refine assessment practices and tools to ensure learner needs are being effectively monitored and responded to
• check the progress and professional growth of teachers is aligned with planned professional development
• carefully examine learner progress towards targets in reading, writing and mathematics adjusting programmes and resources to accelerate progress further
• review progress towards attendance targets and change practices as needed to lift attendance further

Annually:

• review and adjust assessment framework and scheduling as needed to reflect changes, developments and learner needs and achievement
• evaluate growth in teachers’ capability and plan for their future development in alignment with strategic goals and priorities
• reflect on end of year data and use it to determine next steps that will continue to sustain positive learner progress towards achievement targets
• plan for the further resourcing and assistance required to raise levels of regular attendance.

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

• clear, effective assessment practices that support teachers in identifying and meeting learner needs
• consistent, high quality, collaborative teaching and learning practice across the school
• sustained, positive, equitable achievement for learners
• increased regular attendance. 

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 and the board have identified the following areas of non-compliance during the board assurance process:

• The school must ensure that it does not continue to employ in a teaching position a person who holds neither a current practising certificate nor an authorisation.
  [Section 93(4), Education and Training Act 2020.]

The board has since addressed the areas 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 Evaluation 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) 

26 March 2025

Education Counts

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