Ao Tawhiti Unlimited Discovery

School Evaluation 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

Ao Tawhiti Unlimited Discovery, a special character state school located in Christchurch’s central business district. The school provides education for students from Years 1 to 13. The school has a roll of 666 students. The largest proportion of learners are Pākehā / New Zealand European, 17% of students identify as Māori and 8% of Asian heritage.

The school’s special character is defined and supported by the core values of whanaungatanga, whakaute, kaha, tiakitanga and aroha.

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 schools has made since the April 2023 ERO report. It includes an explanation of the expected improvements and findings.

The school focused on evaluating how effectively teaching and learning approaches foster self-directed learning, with the aim of improving student engagement, progress, and sustained attendance. 

Expected Improvements

The school expected students to be learning independently, enthusiastic about their learning and projects and engaging in regular meetings with whānau and learning advisors. The school prioritised increasing attendance to above 80% across the whole school and supporting Māori students to achieve equitably and succeed as Māori.

Findings

There is evidence of relational approaches to leadership being strengthened, resulting in a positive school learning culture. Shifting to a strengths-based planning and leadership model means whānau and students have the opportunity to provide leadership in their learning. This shift has resulted in improved parity for Māori students.

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.

Less than a third 

Less than half 

Small majority 

Large majority 

Most 

Almost all 

0 to 33%

34 to 49%

50 to 65%

65 to 79%

80 to 90%

Over 90%

Learner Success and wellbeing 

This section provides a summary of learner success and wellbeing.

Most students are making sustained progress and are achieving well.

• In Years 1 to 6 most students achieve at or above expected curriculum levels in reading and mathematics, and most in writing.
• In Years 7 to 9, most students meet or exceed expected curriculum levels in reading, writing, and mathematics, with equitable outcomes between groups of learners.
• Most learners achieve National Certificate of Education Achievement (NCEA) at Level 2, and a large majority achieve NCEA Level 1 and 3.
• Students use their individual education plans to set goals for achieving NCEA Levels 1, 2, or 3, beginning with a strong focus on attaining the literacy and numeracy corequisites by the end of Year 10.
• The school is yet to provide sufficient evidence of reporting achievement of students in Year 10. This has been identified as an area to improve.
• Students express a strong sense of wellbeing and pride in their school that results in positive, respectful relationships with staff and each other.
• Less than half of students attend school regularly. The school has not yet met the Government’s target of 80% for regular attendance. Leaders and teachers have a plan in place to improve attendance.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

Leadership promotes a culture dedicated to high quality teaching, learning, and continuous improvement. 

• High levels of trust, collaboration and a focus on purposeful learning among leadership and staff supports a culture of improvement and innovation.
• Students experience support focused on tailored planning and teaching for the academic success of every learner.
• Leaders and staff work closely together with whānau to set goals, track progress and respond to the learning needs and interests of every student.
• Students requiring additional learning and wellbeing support are identified and provided with effective assistance.

Learners are provided with a responsive curriculum that provides rich learning opportunities.

• Learners experience high quality teaching and learning programmes and a wide range of meaningful, individualised learning opportunities inside and outside the school.
• Learners access a broad curriculum that responds well to their needs, strengths and passions and includes specific and measurable individual education goals.
• Parents, whānau and the wider community are engaged to contribute to a variety of learning opportunities accessible to all students.

Key organisational conditions that support learner success and wellbeing are established.

• Parents and whānau are valued and considered partners in supporting their child’s learning. Reciprocal relationships of respect and trust with school staff are well established.
• Student feedback and ideas are gathered and used to inform learning and to sustain a positive school culture.
• The School Board and school leaders have embedded a strong culture of evaluation, strategic governance and professional learning to support high quality teaching and learning.

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.

Key Priorities

• Enhance curriculum and assessment practices to better use data for meeting individual learner needs, for more systematic tracking and reporting of outcomes for Year 9 and 10 students and use in teaching and learning.
• Implement a framework designed to identify student capabilities (dispositions), ensuring that all students and graduates have a clear understanding of their needs and strengths.
• Further improve outcomes for Māori learners through the integration of mātauranga Māori and te ao Māori practices throughout the school.
• Improve regular attendance rates to meet the Government target of 80%. 

Actions to bring about improvement

Within six months:

• leaders and teachers review current curriculum and assessment practices to identify areas for improvement
• leaders and teachers consult with local iwi and rūnanga to strengthen mātauranga Māori and te ao Māori practices within the school curriculum
• leaders and the Board share the attendance plan with the school community to emphasise the importance of regular attendance for progress and achievement
• leaders and teachers implement a framework to support students to have a clear understanding of their needs and strengths

Every six months:

• leaders and teachers gather evidence of student progress and success with meeting individual learning goals and report to parents and whānau
• leaders and teachers evaluate the impact mātauranga Māori and te ao Māori in teaching and learning programmes on Māori learner engagement and progress schoolwide
• leaders and teachers analyse attendance data and report to the Board, to identify patterns of irregular attendance and target specific areas for improvement

Annually:

• leaders and the School Board review schoolwide achievement information and integration of mātauranga Māori practices to guide ongoing strategic decision making and identify specific teacher professional learning to continue to improve student outcomes
• leaders and the School Board review and report to the school community on student attendance to identify initiatives that have been most successful in improving attendance for all learners.

Expected outcomes

• Assessment and achievement information is used effectively in Years 9 and 10.
• Increasing numbers of students achieve NCEA Levels 1, 2 and 3.
• All learners have a clear understanding of their needs and strengths that supports their success.
• Improved success and achievement for Māori learners.
• Increased regular student attendance. 

The next public report on ERO’s website will be a School Report and is due within 4 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

23 September 2025