Tangaroa College

The same report — the board assurance report of 25 September 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO has identified the following areas of non-compliance during the board assurance process:

mandatory reporting to the Teaching Council when the board has reason to believe that a teacher has engaged in serious misconduct [Section 491 of the Education and Training Act 2020: Mandatory reporting of possible serious misconduct]

ensure the school’s child protection policy is implemented with fidelity with clear staff roles and responsibilities that are supported by regular child protection training [Sections 18 and 19 of the Children’s Act 2014: School boards’ child protection policies]

ensure satisfactory safety checking of persons employed by the Board, including keeping records of background and work history checks, identity verification and the completion of a risk assessment [Sections 25, 26 and 27 of the Children’s Act 2014: Safety checks of children’s workers]

obtain a police vet for every person before the person’s employment or engagement at the school begins [Sections 25, 26 and 27 of the Children’s Act 2014, Section 104 and Schedule 4 of the Education and Training Act 2020]

ensure that persons without a current practicing certificate or limited authority to teach (LAT) are not appointed to a teaching position [Section 92(2) of the Education and Training Act 2020: Restrictions on appointment of teachers; Section 93(1) of the Education and Training Act 2020: Restrictions on continued employment of teachers]

ensure the school’s policy and procedures for reducing student distress and the use of physical restraint are known, understood and implemented [Sections 99, 100 and 101 of the Education and Training Act 2020: limits, rules and use of physical restraint and behaviour management at registered schools; Ministry of Education (Physical Restraint) Rules 2023]

ensure that robust Education Outside the Classroom (EOTC) school systems, including policy and procedures include risk assessments and records of board sign-off of high-risk activities and trips [Health and Safety at Work Act 2015; Education Outside the Classroom (Ministry of Education)]

ensure that suitable school systems and processes for regular trial evacuations and fire and earthquake drills are followed, reviewed and include six-monthly reporting to Fire and Emergency New Zealand [Health and Safety at Work Act 2015; Planning and Preparing for Emergencies (Ministry of Education)].

The board has taken steps to address the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

What ERO wrote in its latest report

This is ERO’s report of 25 September 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Tangaroa College is in Ōtara , Auckland and provides education for students in Years 9 to 13. The school is experiencing significant roll growth.

The school’s vision is to excel in education through innovative learning, a tradition of caring, and partnerships, underpinned by the values of Whakarira (Strive), Whakawhanaungatanga (Connect), Whaiwhakaaro (Reflect), and Manaakitanga (Respect).

The school’s curriculum is delivered via a range of traditional subject as well as alternate and vocational pathways including the Health Science Academy, Services Academy (military) and Trades academy.

An onsite teen parent unit, Connected Learning Centre, is an integrated part of the college.

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

ERO and the school focused on evaluating how well school partnerships with whānau and the community impact the engagement, attendance, and learning outcomes for all students.

Expected Improvements

The school expected to see engagement with whānau improve, outcomes for students becoming more equitable and students experiencing positive transitions within and beyond school. The school also focused on improving attendance and promoting student engagement through activities and opportunities outside of the classroom.

Findings

Student attendance has been improving and better systems to track attendance and respond to absences are in place. The number of students participating in school sport and physical activity increased significantly between 2023 and 2024.

The school has introduced a broad range of opportunities and communication to improve partnerships with parents, whānau and the wider school community. Parent and whānau attendance at school events has increased across the school.

Students entering the school in Year 9 experience a transition and orientation programme. There are more opportunities for parents and whānau involvement.

Teachers and leaders maintain collaborative relationships with whānau Māori . However, disparities among learner groups persist across several National Certificate of Education Achievement (NCEA) measures.

Other Findings

The greatest shift that occurred in response to the school’s action is an increase in parent and whānau engagement focused on improving outcomes for students.

What we know about learner success

This section provides a summary of learner success, wellbeing and foundation schools conditions, including any education in Rumaki/Reo Rua settings.  The judgments are based on the ERO School Improvement Framework and 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.

Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.

Less than half of school leavers achieve NCEA Level 2 with a small majority of learners leave with NCEA Level 3; a large majority of Year 11 learners achieve Level 1 Literacy and Numeracy requirements.

The school is yet to achieve equitable outcomes for males and Māori students in NCEA.

The school is yet to develop a clear understanding about Years 9 and 10 progress and achievement in literacy, mathematics and across the curriculum.

Less than a half of students attend school regularly; the college is behind the Government target for regular attendance.

Conditions to support learner success

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

Leaders are beginning to develop a culture of high expectations focused on improving outcomes for all learners.

Leaders are starting to improve student attendance and whānau engagement through higher expectations supported by clearer responses and more consistent messaging.

Annual implementation goals for improving student attendance and literacy and numeracy achievement are not yet aligned with the school’s strategic priorities.

Systems and processes to improve the quality and consistency of schoolwide teaching and learning require further development to lift student outcomes.

Leaders and teachers are taking steps to increase student engagement in purposeful learning programmes and opportunities.

Explicit teaching of literacy and numeracy is beginning to be integrated into teaching and learning programmes across the school; this remains a key priority for the school.

Teachers and leaders are at an early stage of using achievement data to inform teaching and learning programmes to accelerate student progress and cater to an increasingly diverse range of students.

School leaders recognise the need to review Years 9 and 10 learning programmes to enable more students are better prepared to be successful in the school’s senior school curriculum.

Improvements to school systems are required to ensure student safety and enable improved outcomes.

Teachers, leaders and the School Board collectively work to create a responsive learning environment where students’ languages, cultures and identities are valued and promoted.

The school works with a range external agencies and the school community to remove barriers to student’s attendance, engagement, progress and achievement.

Students, teachers and leaders demonstrate a strong commitment to Te Tiriti o Waitangi .

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

Improve student achievement, engagement and attendance.

Implement high expectations and agreed practices for consistent and high-quality teaching and learning.

Review Years 9 and 10 teaching and learning programmes to evaluate their impact on student outcomes and access to meaningful pathways.

Align and utilise schoolwide systems for tracking and monitoring student achievement over time to enable.

Actions to bring about improvement

Within three months:

the School Board and leaders take action to ensure that reasonable steps are taken to provide a safe school environment

the School Board and leaders identify and communicate clear, data-driven strategic priorities that align with annual plans and improvement goals and share these priorities with the school community

leaders and the School Board implement strategies and initiatives to improve regular attendance and regularly review progress

Within six months:

school leaders implement a schoolwide system for tracking and monitoring students’ progress and achievement with a focus on foundation literacy and numeracy across all year levels

school and curriculum leaders review Years 9 and 10 programmes to make sure they are relevant, high quality, and help improve student engagement and achievement

teachers engage in professional learning to improve their use of achievement information to plan relevant programmes and respond to diverse learning needs

Every six months:

teachers and leaders use progress and achievement information to plan next steps for teaching and learning and adjust approaches and interventions as needed

school leaders provide the School Board with updates on progress towards strategic goals, including analysed student engagement, attendance, and achievement data

the School Board review school systems, policies and procedures and work with school leaders to ensure compliance requirements are met

Annually:

the School Board and leaders review systems, policies and procedures to ensure all reasonable steps are taken to manage health and safety and guide school operations

the School Board and leaders review student attendance, engagement, progress and achievement information, identify improvement priorities, actions and plan next steps.

Expected outcomes

School systems and process are clear, understood, embedded and support improved outcomes.

School strategic and improvement planning is focused on achieving excellent and equitable outcomes for every learner, and is understood by staff, students, families, and the wider community.

Improved student attendance to meet the Government targets.

Increased literacy and numeracy achievement.

Improved senior student achievement in NCEA qualifications and access to meaning pathways.

Students consistently experience high quality teaching practice and meaningful learning programmes.

Recommendation to the Ministry of Education

ERO recommends that the Secretary for Education consider intervention(s) listed in section 171 of the Education and Training Act 2020 in order to bring about the following improvements:

Years 9 and 10 curriculum development and links to senior qualifications and vocational pathways

systems and processes for analysing, reporting and using student progress and achievement data

strategic and annual implementation planning with ongoing reporting on progress and impact

internal evaluation and evidence, including support for attendance planning

a robust school policy framework that is well implemented.

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

25 September 2025

Read this report on ero.govt.nz →