Templeton 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 

Templeton School provides education for students in Years 1 to 8.  There are 308 currently attending the school, 59% are New Zealand European/Pākehā, 20% identify as Māori and 21% from other ethnic backgrounds.  Learners are encouraged to actively live the school’s RATA values Respect, Aroha, Tenacity, Ako.

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 ​November 2022​ ERO report. It includes an explanation of the expected improvements and findings.  

Expected Improvements

The school focus was to evaluate the effectiveness of systematic and regular evaluation and reporting against strategic targets for planned school wide improvement. 

The school expected to see learners experience success in a broad curriculum which continually improves and responds to learner, whānau and community aspirations. 

Findings

The school has developed its teaching and learning programmes to reflect the aspirations of whānau and parents, with the RATA values based on the school’s gifted name Te Kura o Rāta becoming embedded across all levels. Professional learning and development aligned with strategic goals is supporting teachers to implement the refreshed English and mathematics curriculums. These efforts have resulted in increased engagement among learners, whānau, and the wider community and improved regular attendance.

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. 

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.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance. 

• A large majority of learners attend school regularly.
• 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

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 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 express a strong sense of belonging and connection to the school and are well supported by leaders and staff in an inclusive and caring environment.
• The School Board and leaders actively promote shared high expectations for teaching and learning and collectively build a culture of continuous improvement.
• Targeted professional learning aligns with strategic goals, curriculum expectations and strengthening teaching practice.
• Teachers plan collaboratively and use evidence-based teaching strategies well to provide purposeful learning opportunities and support the development of strong foundational skills in literacy and mathematics.
• Learners who require additional support or extension are clearly identified. Responsive teaching strategies and targeted programmes are designed to ensure individual learning and wellbeing needs are well supported.

Key priorities 

• Align school-wide assessment and teaching practices with the curriculum to strengthen consistency and support improved learner outcomes.
• Develop a shared understanding and framework for school-wide evaluation.
• Improve progress and achievement in reading, writing and mathematics, particularly in writing to ensure equitable outcomes for all groups of learners.
• Increase regular attendance. 

Actions to bring about improvement

Within six months:  

• leaders and teachers implement a review of teaching practices to ensure coherence across the school

Every six months:

• leaders and teachers review and refine schoolwide assessment systems to align with the curriculum
• leaders and teachers review reading, writing and mathematics progress and achievement information to inform teaching, learning and reporting

Annually:

• leaders and teachers evaluate school-wide assessment and reporting practices to inform teaching and learning and ensure alignment with the curriculum
• leaders and teachers review and refine school-wide teaching practices to ensure coherence across the school
• leaders, teachers and the School Board use the evaluative process to inform strategic decision making
• leaders and the School Board evaluate initiatives to improve regular attendance and equitable outcomes in achievement and progress for all learners, particularly in writing.

Expected outcomes 

• Improved regular attendance and progress and achievement in reading, writing and mathematics.
• Improved school-wide assessment practices that align with the curriculum, inform teaching and clearly guide next learning steps.
• Consistent teaching practices across the school lead to equitable outcomes for all groups of learners.
• Evaluation is used effectively across the school to identify impact of teaching practice on learner outcomes. 

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

13 October 2025