Tamariki 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 

Tamariki School is a state integrated special character school located in Christchurch. It provides education for 49 learners in Years 1 to 8. A large majority identify as Pākehā | New Zealand European, with small number of Māori and Pacific Island students.

The school’s motto is Know Thyself. Its philosophy is centred on emotional wellbeing as the basis for cognitive, social and physical development and on all learners being able to make decisions about how, what and when they learn.

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 December 2023 ERO report. It includes an explanation of the expected improvements and findings. 

Expected improvements 

ERO and the school have been working together to evaluate the impact of teacher assessment and reporting for learning. The school expected to see the development of clear expectations for student progressions across the breadth of the school curriculum that align well with the New Zealand Curriculum.

Findings

Leaders and teachers have worked collaboratively to make positive progress in developing, gathering and understanding the use of quality assessment to support progress and achievement in reading, writing and mathematics. Teachers are developing their use of assessment to better target their approaches.

The School Board and staff are developing a better understanding of the critical role of progress and achievement data for individual students and how this information can be used to target teaching and interventions and establish strategic improvement priorities. This includes the key role of annual improvement planning to support improved school performance for its learners. 

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 some opportunities to learn across the breadth and depth of the curriculum.

There is a variable 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?The school is establishing planning and conditions that support improvements in the quality of education for learners.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 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

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

Results are not yet equitable for all groups of learners.

Writing

A small majority 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 not yet 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 a third of learners attend school regularly.
• The school is significantly behind the target of 80% regular attendance.
• The school is developing 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 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 is developing good quality teacher and schoolwide planning to increase the rate of progress for all groups of students.
• Since the previous review, the school has to some extent improved achievement and progress for those learners most at risk of not achieving.
• The school has to some extent extended achievement and progress for learners working at or above curriculum levels.
• 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.

Support

During the course of this review ERO had concerns about the quality of education being provided and made recommendations to the Ministry of Education to provide tailored support to improve the quality of teaching and lift student outcomes.

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

• The recently appointed principal is increasing the focus on setting a clear strategic direction to improve learner outcomes. School leaders and teachers support students to lead their learning by following their individual passions and interests.
• Recent analysis of student assessment and attendance data is establishing a better understanding of students’ achievement. Leaders and teachers continue to develop targeted responses to the data to accelerate learners progress and achievement.
• Teachers are gaining a better understanding of the use of structured literacy to increase student achievement through targeted staff professional development.
• The school recently made significant progress in lifting students’ regular attendance and reducing chronic absenteeism from very low levels. This focus is ongoing.
• The school is reviewing its student driven curriculum design to better meet Government requirements in reading, writing and mathematics and coverage of the national curriculum within its special character.  

Key priorities 

• Improve progress and achievement in writing and mathematics, increasing equity of outcomes for all students.
• Strengthen the consistent use of assessment tools and practices to support effective planning to meet learners’ individual needs.
• Connect with wider professional education networks to meet Government priorities within the school’s special character context.
• Improve regular attendance and reduce chronic absences through targeted planning and action. 

Actions to bring about improvement

Within three months:

• leaders plan for and begin to implement teacher professional development in mathematics and writing
• leaders and teachers strengthen and confidently use assessment tools and practices to better target teaching practices
• leaders and teachers clearly communicate attendance expectations and further embed systems to increase regular student attendance

Within six months

• leaders and teachers embed schoolwide use of assessment tools and practices to support improved teaching and learning
• leaders and teachers build wider connections and relationships with wider professional and education networks
• leaders extend and embed wider professional and education sector relationships at all levels of the school 

Every six months:

• leaders and teachers monitor and analyse student progress achievement in mathematics and writing and implement changes to improve outcomes where necessary
• leaders and teachers review and report on the impact of attendance systems and planning and adjust as necessary
• leaders and teachers review the use and effect of assessment practices on programme planning and outcomes for students 

Annually:

• the School Board and leaders review student achievement data and information to ascertain what is working to improve outcomes and reduce disparity to guide next steps
• leaders ensure ongoing positive and professional relationships and networking supports school planning and improvement actions
• the School Board and leaders review processes and strategies implemented to improve regular attendance and plan for further improvement. 

Expected outcomes

• Improved learner’s progress and achievement through effective literacy and mathematics teaching.
• The School Board and leaders will monitor and report progress towards improvement goals.
• Effective delivery of the school’s curriculum to meet student's needs.
• School improvements are supported by enhanced and extended professional and education sector relationships.
• Improved regular attendance and reduced chronic absences. 

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

Recommendation to the Ministry of Education

ERO recommends that the Ministry of Education provide tailored support for: 

• further developing school planning and actions to further increase regular student attendance and reduce chronic absenteeism
• further developing schoolwide responses to assessment data to better target literacy and mathematics teaching and learning programmes that align to the school’s special character
• improve annual school planning that includes student achievement targets with specific actions, timeframes and accountabilities, including regular reporting of progress to the board.

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 October 2025