Tangiteroria School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 34
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 3069 State Highway 14, Tangiteroria
- Territorial authority
- Kaipara District
- Phone
- 09-4332635
- office@tangiteroria.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- School day starts
- 8:45am
8:45am – School starts
- 8:45am
- School day ends
- 3:00pm
2:45pm – 3:00pm – End-of-day assembly
- 3:00pm
- Uniform
- Required
Student uniforms can be purchased from the office and payment made either in cash or online. | Polo shirts | $37.50 | | Jackets | $50.00 | | Hats/Beanies | $20.00 | | Hoodies | $60.00 |
- Required
- Getting there
- One bus run; the bus departs school at 3:05pm
3:05pm – Bus departs Morning Supervision – Important Notice Due to changed bus times and now having only one bus run, the school will be unsupervised before 8:00am.
- One bus run; the bus departs school at 3:05pm
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 31
- Māori
- 20
- Pacific
- 2
- Asian
- 0
- MELAA
- 0
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 2 | 1 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 02 | 3 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Year 03 | 2 | 2 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 04 | 3 | 1 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 05 | 5 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Year 06 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 5 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 17 | 4 | 0 | 0 | 0 | 32 | 0 | 35 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 1 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 06 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 07 | 2 | 1 | 0 | 0 | 0 | 4 | 0 | 5 |
| Age 08 | 3 | 1 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 09 | 6 | 1 | 0 | 0 | 0 | 7 | 0 | 7 |
| Age 10 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 5 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 17 | 4 | 0 | 0 | 0 | 32 | 0 | 35 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Tangiteroria School | 0% |
|---|---|
| Northland Region | 52% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Tangiteroria School | 0% |
|---|---|
| Northland Region | 6.5% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Tangiteroria School | 0% |
|---|---|
| Northland Region | 2.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 485
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 31 January 1875
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 3
- Last reviewed
- 24 June 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (23 September 2022)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 23 September 2022 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What this report states about the school
As stated in ERO’s report of 24 June 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 24 June 2026 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
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
Tangiteroria School is a small rural school, located between Whangārei and Dargaville. The school provides education for learners in Years 1 to 8 and has a roll of 33 students. About 55% of learners identify as Māori and 36% NZ European| Pākehā . The school values are Collaboration, Attitude and Integrity, Respect and Kindness and Excellence .
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 September 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school expected to see priority learners make accelerated and sustained progress in literacy supported by consistently responsive teaching practice. The schools also expected to see teaching capability strengthened through professional learning, resulting in coherent literacy programmes, and shared practice. Learner support well matched, regularly reviewed, and adjusted based on evidence, for effective use of resources and improved outcomes for priority learners.
Findings
The school has made good progress. Leaders and teachers use knowledge gained from professional learning to strengthen programme implementation and adapt teaching to meet individual learner needs. Systems for monitoring progress are increasingly embedded, with timely adjustments made when expected shifts for learners are not evident.
The Tangiteroria School Board resourcing has strengthened the school’s capacity to address disparities and sustain improvement for priority learners. Improved outcomes and positive shifts for priority learners are underpinned by the Board’s strong commitment to equity, with resourcing strategically invested in teacher aides, targeted professional learning, and learning resources.
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 sufficient 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 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 large 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 Most learners meet or exceed the expected curriculum level. Results are 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 small majority of students attend school regularly.
The school is behind 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 not yet reducing over time.
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.
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 experience a strong, inclusive culture with personalised support, and where belonging, wellbeing and positive relationships are actively fostered. Tuakana-teina relationships amongst children are valued and promoted.
Learners have a cohesive, place‑based curriculum that integrates literacy and mathematics, is grounded in their local context and promotes leadership development. Environmental science learning, grounded in the local context of the awa of Wairoa and maunga Tangihua, are an integral part of learning.
Stewardship and leadership are reflective, evidence‑informed, and focused on equity, inclusion, and continuous improvement.
Strong partnerships with whānau and community, provides equitable access to learning opportunities and positions the school as a central community hub.
Key priorities
Accelerate learning outcomes in literacy, particularly for boys in writing, through a schoolwide approach.
Targeted professional learning to further build capability in teaching writing.
Refine the attendance monitoring plan to improve regular rates of attendance.
Actions to bring about improvement
Within three months:
staff clarify and agree on schoolwide writing progressions, with a focus on expectations for boys’ writing
staff begin targeted professional learning in effective teaching writing pedagogy, linking theory to classroom practice
leaders engage with whānau to share priorities and gather voice, particularly around writing and attendance
Within six months:
staff embed agreed writing progressions into planning, teaching and assessment
leaders support teachers to implement and reflect on new writing strategies, using coaching, observations, and collaborative inquiry
Every six months:
leaders and teachers monitor and review the effectiveness of actions taken to accelerate progress and lift achievement in reading and writing to inform next steps
leaders review attendance strategies and initiatives to inform next steps
Annually:
the school Board and leaders evaluate the impact of the schoolwide writing approach on achievement, engagement, and equity, with a focus on sustained progress for boys
teachers and leaders use evidence to inform ongoing professional learning priorities, building collective capability and leadership
the school Board and leaders assess the effectiveness of attendance strategies and refine the plan to sustain positive attendance patterns.
Expected outcomes
Writing achievement for boys shows sustained improvement over time, with reduced disparities between groups of learners; effective writing practices are embedded.
Internal evaluation is embedded to support ongoing improvement.
Strong partnerships with whānau contribute to ongoing learner engagement, attendance, wellbeing, and success.
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
24 June 2026
Read the full report on ero.govt.nz →
All 3 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).