Taumata 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 

​​Taumata School, located in Pyes Pa, Tauranga, provides education for learners in Years 1 to 8. There are 627 students at the school, 20% identify as Māori, 48% as New Zealand European/Pākehā and 27% as Asian. The school vision Empowered to learn, empowered for life, guided by the learning principles of collaboration, creativity, authentic learning, learner agency and grit guide learning at Taumata School.  

​The school opened in 2019, and this is the first full Education Review Office review of the school.​ 

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? ​​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 foundational 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 Safety ​​The school board is taking reasonable steps to ensure student health and safety.​ 

Achievement in Years 1 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

​​Most​ learners meet or exceed the expected curriculum level. 

Results are ​equitable​ for all groups of learners. 

Writing

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

Results are ​equitable​ for all groups of learners. 

Mathematics

​​Most​ 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. 

• ​​The 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. 

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 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030.  

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 school fosters strong student engagement through an inclusive learning culture built on mutual trust and respectful relationships. 

​Senior leaders, staff, and the Taumata School Board uphold high expectations for all learners and maintain a strong strategic focus by pursuing a small number of targeted improvement goals, including accelerating progress for those at risk of underachievement. 

​The school actively implements robust processes and systems that ensure consistency across all areas, resulting in coherent practice, aligned expectations, and a unified approach that strengthens teaching, learning, and overall school effectiveness. 

​Leadership provides a cohesive and strategic approach to building teacher capability. Pedagogical coaches, curriculum leaders, and senior leaders strengthen high quality teaching through collaborative inquiry, purposeful evaluation, and the effective use of internal and external expertise.  

​The school’s early adoption of a structured literacy approach, along with its well‑embedded practices, effectively supports the diverse learning needs of all learners.​ 

Key priorities 

• ​​Leaders and staff strengthen knowledge and understanding of the refreshed curriculum and assessment tools to promote equitable outcomes for all learners. 
• ​Leaders and teachers further refine school’s wider curriculum to effectively integrate learning priorities with the expectations of the refreshed curriculum. 
• ​Leaders, in partnership with the Board and community, implement and monitor targeted strategies to lift regular attendance and achieve the Government’s attendance target.​ 

Actions to bring about improvement  

Every six months: 

• ​​leaders build shared understanding of the refreshed curriculum and assessment through targeted professional learning and collaborative moderation 
• ​leaders and teachers use achievement and progress data to strengthen consistent overall teacher judgments and promote equitable outcomes for all learners 
• ​leaders and the board regularly monitor attendance data and the effectiveness of strategies, making timely adjustments to ensure progress towards achieving the Government’s attendance target​ 

Annually: 

• ​​leaders evaluate the impact of professional learning, moderation, and assessment practices on the quality of overall teacher judgments and learner outcomes, and adjust plans accordingly 
• ​leaders and teachers review the effectiveness of the school’s curriculum in reflecting refreshed curriculum expectations and priorities, using learner engagement and achievement evidence to inform refinement 
• ​ leaders report to the Board on progress towards attendance targets, including the effectiveness of strategies and next steps for improvement.​ 

Expected outcomes 

• ​​Leaders and teachers have a shared understanding of the refreshed curriculum and assessment expectations, resulting in more equitable achievement and progress for all learners.  
• ​The school’s curriculum is coherent and well aligned with refreshed curriculum expectations and local priorities, enabling learners to engage in meaningful, authentic learning experiences that support engagement and progress.  
• ​Regular attendance improves across the school, towards the Government’s attendance target.​  

Regulatory and legislative requirements 

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students. 

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​ 

Provision for international students  

This section is about the quality of the provision of education for international students enrolled at the school. 

Findings 

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school ​has​ attested that it complies with all aspects of the Code and ​has​ completed an annual self-review of its implementation of the Code.  

At the time of this review there were ​8​ international students attending the school.  

​​Taumata School has effective systems and practices in place to support the safety, wellbeing, and learning of international learners. The school meets its obligations under the Code of Practice and demonstrates a strong commitment to pastoral care through clear policies, dedicated staffing, and regular communication with learners and families.  

​International learners are well supported through structured pastoral processes, one-to-one tutoring, and close monitoring of wellbeing and progress. The school’s annual self-review processes provide a sound basis for ongoing improvement in its provision for international learners.​  

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​  

​​14 May 2026​