Tauhoa School

What ERO wrote in its latest report

This is ERO’s report of 2 September 2025 — “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

Tauhoa School is located in a small rural settlement in the Kaipara region, providing education for learners in Years 1 to 8. The roll is 85 with a third of learners identifying as Māori . The school’s vision and values underpin the expectations for learning, behaviour and responsible citizenship. The school is a member of Ara Tūhono which is a local community of practice focused on support and improvement.

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? The school is working towards high levels of success and progress for all learners.

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 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 is improving its collection and use 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 65% 65 to 79% 80 to 90% Over 90%

Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics Almost all learners meet or exceed the expected curriculum level. Results are becoming more 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 learners attend school regularly.

The school has a suitable plan in place to improve attendance.

Regular attendance is improving towards or beyond the target.

Chronic absence is 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 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 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 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

Students are actively engaged in their learning. They have a strong sense of belonging and engage in respectful interactions with their teachers.

Leadership uses good quality evidence to plan, support, monitor and respond to the school’s strategic priorities.

A school-wide approach to mathematics has been implemented and structured literacy programmes are embedded in the junior class. Teachers are accessing professional learning in literacy to enable a consistent approach across the school.

The curriculum progressively builds knowledge and foundational skills for learning and meets the Government’s one hour a day expectation for reading, writing and mathematics.

Staff have access to a range of professional learning opportunities aligned with the school priorities.

A culture of collaboration enables leaders and teachers to regularly share and reflect on examples of good practice to guide improvement.

Key priorities

Sustain high levels of student achievement in reading and mathematics.

Focus on improving outcomes for all learners in writing.

Strengthen analysis and reporting of data to include levels of acceleration for groups of students, particularly those at risk of not achieving.

Evaluate the effectiveness of initiatives to inform further strategic planning for improvement.

Improve regular student attendance.

Actions to brings about improvement

Within six months:

leaders and teachers establish a consistent approach to structured literacy

leaders and teachers will develop their understanding of internal evaluation

leaders and teachers will review attendance information and plan next steps as needed for improvement

Every six months:

leaders and teachers analyse and report on the level of acceleration for identified groups of students to ensure that outcomes are equitable for all learners

leaders and teachers review the impact of teaching practices and approaches to continually improve student learning, attendance and wellbeing

Annually:

leaders include acceleration data in the school’s annual reporting on student progress, achievement and rates of attendance to guide decision-making by the School Board for improvement

the School Board and leaders evaluate the impact of teaching, assessment practices and curriculum content on student outcomes and use this information to plan next steps.

Expected outcomes

Enhanced learner achievement in writing and sustained achievement in reading and mathematics.

Improved rates of regular student attendance.

High quality internal evaluation practices that measure impact, support ongoing improvement, and promote equity for all learners.

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 (Acting)

2 September 2025

Read this report on ero.govt.nz →