Tauranga Adventist School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 115
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 19 Moffat Road, Bethlehem, Tauranga
- Territorial authority
- Tauranga City
- Phone
- 07-5792505
- office@taurangasda.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tauranga · schools in Bay of Plenty
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
Not stated on the school’s website.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- Values teaching forms an integral part of curriculum delivery throughout each Learning Community. These values will be expressed in everyday actions and interactions within the School.
- Values:
- Integrity – Ngākau Pono
- Respect – Manaakitanga
- Compassion – Ngākau Aroha
- Resilience – Manawaroa
- Excellence – Hiranga
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Kapahaka Group
Our school Kapahaka Group is called Nga Tamariki a te Atua, meaning Children of God.
- Kapahaka Group
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 94
- Māori
- 15
- Pacific
- 3
- Asian
- 10
- MELAA
- 12
- Other
- 2
- 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 | 1 | 0 | 2 | 2 | 0 | 11 | 0 | 12 |
| Year 02 | 2 | 0 | 0 | 1 | 0 | 15 | 0 | 15 |
| Year 03 | 3 | 0 | 1 | 1 | 0 | 11 | 0 | 14 |
| Year 04 | 0 | 0 | 1 | 2 | 0 | 14 | 0 | 15 |
| Year 05 | 1 | 0 | 1 | 0 | 0 | 11 | 0 | 12 |
| Year 06 | 1 | 0 | 1 | 2 | 0 | 13 | 0 | 16 |
| Year 07 | 3 | 1 | 2 | 0 | 0 | 9 | 0 | 12 |
| Year 08 | 1 | 1 | 2 | 0 | 0 | 9 | 0 | 12 |
| Total | 12 | 2 | 10 | 8 | 0 | 93 | 0 | 108 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 1 | 2 | 0 | 9 | 0 | 9 |
| Age 06 | 3 | 0 | 1 | 1 | 0 | 15 | 0 | 16 |
| Age 07 | 2 | 0 | 1 | 1 | 0 | 12 | 0 | 14 |
| Age 08 | 0 | 0 | 1 | 2 | 0 | 12 | 0 | 14 |
| Age 09 | 2 | 0 | 1 | 0 | 0 | 12 | 0 | 13 |
| Age 10 | 1 | 0 | 1 | 2 | 0 | 11 | 0 | 14 |
| Age 11 | 1 | 1 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 12 | 2 | 1 | 3 | 0 | 0 | 9 | 0 | 12 |
| Age 13 | 1 | 0 | 1 | 0 | 0 | 4 | 0 | 6 |
| Total | 12 | 2 | 10 | 8 | 0 | 93 | 0 | 108 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Tauranga Adventist School | 0% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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%
| Tauranga Adventist School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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%
| Tauranga Adventist School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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)
- 429
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1974
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
- 7 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (11 July 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 same report — the board assurance report of 11 July 2022 — 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:
renewal of police vetting every three years for employees who still work at the school
[clause 12 schedule 4 Education and Training Act 2020]
developing policies, practices and procedures on surrender and retention of property and searches of students by the principal, teachers and authorised staff members
[ sections 105 to 114, Part 3, Subpart 4 of the Education and Training Act 2020]
implementing appropriate internal procedures for receiving and dealing with information about serious wrongdoing under the Protected Disclosures Act 2020.
The board has since addressed the areas of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 7 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides Christian-based education for students in Years 1-8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 7 May 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.
About the School
Tauranga Adventist School is located in Bethlehem. It is a state integrated school that provides Christian-based education for students in Years 1-8. The school’s current roll of 107 students includes 12 Māori students and a small number of students from a range of diverse cultures.
The school partners with the Tauranga Seventh Day Adventist Church, which is adjacent to the school. A school chaplain provides ongoing support and liaison between the church and the school.
The school’s vision is for students to be “connected to God, inspired to learn and empowered to serve.” The school’s values encourage students to demonstrate integrity/ ngākau pono , respect/ manaakitanga , compassion/ ngākau aroha , resilience/ manawaroa and excellence/ hiranga .
Progress since July 2022 ERO report
ERO and the school worked together to evaluate how effectively teaching and learning programmes improved outcomes and enabled equity for all learners. The school expected to see further actions implemented to improve the quality and effectiveness of assessment, teaching and learning across the school and to support continuous improvement in outcomes for identified learners.
Students at risk of not achieving are clearly identified and their progress regularly tracked and monitored. Planning and teaching strategies have significantly accelerated the learning of students below expected levels of the curriculum particularly in reading and mathematics. Achievement information is well analysed and now shows equitable outcomes for Māori students in all areas and for boys and girls in mathematics. Consistency of school-wide assessment for learning practices supports students to be actively engaged in their own learning, make progress and achieve.
How well placed is the school to promote educational success and wellbeing?
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 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 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of 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 becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
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 Government reading, writing and mathematics targets and is likely to meet them by 2030.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Most students are well supported to learn and achieve, experience meaningful relationships with teachers and report feeing happy and safe at school.
Collaborative leadership fosters a positive school culture committed to high-quality teaching and to achieving the school’s strategic vision and goals for development.
A structured approach to the teaching of mathematics has contributed to enabling equitable outcomes for all groups of students; a consistent focus on supporting all learners to gain strong foundation skills in literacy and mathematics strengthens their learning across the curriculum and ensures the one hour- a-day requirements are being implemented.
The school’s special character, values, and the strengthened inclusion of te reo and tikanga Māori , support students to have a strong sense of belonging and wellbeing.
Clear guidelines, high expectations and the provision of ongoing professional learning and coaching strengthens the capability of teachers to respond to the emerging needs of students.
Regular review of students’ progress data supports leaders and teachers to consider the effectiveness of actions to improve outcomes for learners.
Key priorities and actions for improvement
The agreed next steps for the school are to:
strengthen and embed high-quality teaching, learning and assessment practices to improve equitable outcomes for boys in literacy and challenge students to excel and achieve excellence
further engage with parents and whānau to implement effective strategies to increase rates of regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
extend and review target setting focused on accelerating literacy learning for boys and increasing the number of students achieving above curriculum expected levels in reading, writing and mathematics
monitor clear targets and review specific actions to increase the number of students attending school regularly
Annually:
formally evaluate and report on the effectiveness of school actions and teaching practices to strengthen students’ progress, achievement and attendance and inform further planning for continuous improvement.
Actions taken against these next steps are expected to result in:
increased and sustained levels of equity and excellence in outcomes for all learners
increased rates of regular attendance to meet the Ministry of Education’s target of 80% of students attending regularly.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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
Sharon Kelly Director of Schools (Acting)
7 May 2025
Education Counts
This 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).