Tangowahine School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 13
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Tangowahine Valley Road, Tangowahine, Dargaville
- Territorial authority
- Kaipara District
- Phone
- 09-4397032
- office@tws.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.
- Uniform
- Required
Students must bring a note if they are wearing a incorrect uniform.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 10
- Māori
- 6
- Pacific
- 1
- 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 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 06 | 3 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 08 | 2 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Total | 11 | 0 | 0 | 0 | 0 | 22 | 0 | 25 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
| Age 06 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 10 | 3 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 11 | 0 | 0 | 0 | 0 | 22 | 0 | 25 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
151.6%
| Tangowahine School | 151.6% |
|---|---|
| Northland Region | 52% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 519.2% |
| Māori | 179.6% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 100.8% |
| Total | 151.6% |
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%
| Tangowahine 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%
| Tangowahine 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)
- 513
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 31 July 1904
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
- 12 July 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (12 July 2024)
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 same report — the board assurance report of 12 July 2024 — 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.
The board has identified the following areas of non-compliance during the board assurance process:
Systems and processing for the safety checking of non-teaching staff need to be clarified and maintained [Sections 25, 26 and 27 of the Children’s Act 2014: Safety checks of children’s workers].
The board has since taken steps to address the areas of non-compliance identified.
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 13 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.
September 2018
30
Counted while ERO’s review team was at the school. Education Review Office, report of 18 October 2018
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 12 July 2024 — “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.
Context
Tangowahine School is a small rural school in the Kaipara district providing education for students in Years 0 to 8. A new principal started at the beginning of Term 4, 2023. The school values of whakamana, whanaungatanga, manaakitanga guide day-to-day operation of the school.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The school is working towards improving achievement outcomes.
Some students are achieving at curriculum expectations in reading, writing and mathematics.
Most students need to make accelerated progress to achieve at the expected curriculum levels in mathematics, reading and writing by the end of Year 8.
Regular student attendance is below Ministry of Education targets; leaders and teachers track student information and respond in a variety of ways to support improved attendance.
Conditions to support learner success
School leadership is establishing systems and processes for continuous improvement.
School leadership is improvement focused and acts with purpose and urgency to support learner success.
Leaders actively engage with a range of external support networks to enhance teaching and learning.
High expectations for learning and behaviour supports student engagement and is leading to improved attendance.
Teachers are increasingly taking steps to implement a responsive curriculum and improve consistency in teaching and learning.
External providers support teachers to extend the localised curriculum and broaden student learning experiences; teaching is increasingly meeting students’ needs and interests.
Teachers support students to understand their progress and to contribute to curriculum development.
Engagement with parents and whānau is learning-focused and prioritises improving student outcomes.
The school is taking deliberate action to improve and strengthen key conditions to bring about success for all students.
Relationships with whānau and community groups are increasingly collaborative and supportive of learner success.
Daily classroom routines and learning expectations are beginning to give effect to Te Tiriti o Waitangi.
Leaders, teachers and the school Board are taking steps to better cater for the identities and cultures of students and whānau.
Part B: Where to next?
The agreed next steps for the school are to:
improve the attendance, progress, achievement and engagement of all learners
align systems and processes for collecting and reporting dependable student progress and achievement information
access support to improve the quantity and quality of te reo Māori and tikanga Māori in all aspects of teaching and learning
continue to build connections with the wider school community, including hapū and iwi, to inform local curriculum development.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
analyse and report student attendance progress and achievement information to the board to inform planning and decision making for teaching and learning
initiate parent and whānau hui to gather aspirations for a localised curriculum
formalise regular collaborative discussions with staff to build a strong professional community.
Annually:
analyse attendance, progress, achievement, engagement and wellbeing information for all students to inform school practices
review strategic priorities and related actions to give effect to Te Tiriti o Waitangi
set goals and plan professional learning opportunities for staff aligned to school priorities.
Actions taken against these next steps are expected to result in:
all students achieving at expected curriculum levels in reading, writing and mathematics by the end of Year 8
a localised and responsive curriculum that promotes equity and excellence for all students
reliable achievement information routinely collected, shared and used to inform decision making for improving student outcomes
school values embedded as part of a strong and inclusive school culture.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
12 July 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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).