Te Kuiti High School

The same report — the board assurance report of 30 October 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 and the board have identified the following area of non-compliance during the board assurance process:

ensure that a suitable education outside the classroom practices is in place for students involved in work experience and vocational training including Gateway programmes [Health and Safety at Work Act 2015].

The board has since taken steps to address the area 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 30 October 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

Te Kuiti High School, a state secondary school located in the Waitomo district of the King Country, provides education for learners in Year 9 to 15. It is affiliated to and supported by Ngāti Maniapoto. The school's vision is to empower and prepare all learners to be connected, engaged, lifelong learners, who can positively contribute to the community in an ever-changing world. A Service Academy for students interested in the Armed Forces or Police began in 2025.

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 July 2024 ERO report. It includes an explanation of the expected improvements and findings.

Expected Improvements

The school worked to improve outcomes for learners by evaluating data literacy capabilities and capacity of staff. The school expect to see effective use of progress and achievement data to guide targeted planning and teaching, leading to improved student achievement and reduced disparity in achievement outcomes.

They worked towards fostering a collaborative culture where staff are collectively responsible for the success of students through the clear understanding of each student as a learner.

Findings

The school has yet to achieve equity and excellence for all students in relation to their progress and achievement. Student achievement in the junior school is beginning to improve but senior outcomes have declined.

The collection achievement of data has improved. Staff are developing a consistent approach to understanding and using data. The school is making progress toward a cohesive learner-focused approach to improving outcomes and this remains part of the school’s strategic goals.

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.

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%

Learner Success and Wellbeing

This section provides a summary of learner success and wellbeing.

Learner outcomes are variable and learner progress and achievement is yet to improve.

In 2024, fewer than half of learners achieved National Certificate of Educational Achievement (NCEA) Level 1.

A majority of students achieved NCEA Level 2, fewer than half achieved NCEA Level 3 and very few achieved University Entrance. Student achievement at all levels has declined over time.

In 2024, fewer than half of all junior learners were at the expected curriculum level. The number of students in Years 9 and 10 achieving the expected standards in numeracy and literacy is beginning to improve.

The school is yet to ensure that there is consistent equity in achievement outcomes for all learners.

Less than a third of students attend school regularly. The number of chronically absent learners remains a concern at 23%.

Conditions to support learner success

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

Schoolwide leadership is in the early stages of i mplementing sustainable improvements focused on students in teaching, learning, and planning.

Leaders have developed a wide-ranging strategic plan with suitable priorities and goals, based on community consultation; developing and implement ing explicit action plans to achieve these goals is a primary focus.

Leadership across the school, including middle leadership requires strengthening to bring about improvement.

Leaders have identified accountability across the school, teaching effectiveness and ensuring a rigorous approach to attendance as key areas for improvement.

The Board and leadership have identified the need to establish oversight and monitoring of school systems and processes, with focus on attendance and the use of analysed data to support planning.

Strengthening genuine student-driven learning for improved engagement is a priority.

Most teachers provide a range of learning opportunities. They have begun to extend their understanding and use of effective teaching strategies that engage learners and enable them to be more involved in and informed about their own learning.

Providing a range of useful pathways that meet learner needs is an area that the school has begun to improve.

Teachers are now taking a cohesive approach to assessment and data collection; it is essential to use this data consistently for planning programmes that meet the needs of all learners.

Staff should provide learners with opportunities to offer feedback and show that their input is respected and considered by the school.

A strength of the school is the positive culture where most learners have a sense of belonging.

Relationships between learners and teachers are based on respect and positive expectations.

Learners requiring additional learning assistance are well supported to make progress through tailored interventions.

Learners are actively participating and leading a wide range of cultural and sporting activities and there is the potential to develop more student leadership opportunities.

The opportunities provided by the new Service Academy have a positive impact on the learning and wellbeing on those involved.

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 leadership capacity across the school at all levels.

Improve student progress, achievement, attendance and engagement.

Establishing coherent organisational systems and practices that include:

clear implementation plans that include measures, actions and timeframes

accountability mechanisms to monitor and report each term to the board on progress

evaluation of impact and effectiveness school actions on student achievement

Embed teaching practices that are responsive to all learners’ needs and cultures and strengthen student management of learning.

Improve regular attendance and reduce chronic absences.

Actions to bring about improvement

Within three months:

leaders review and identify leadership capacity and develop a clear plan outlining expected improvements, measures, actions, timeframes, and responsibilities

leaders identify the areas of school operations most in need of cohesive and consistent systems, and develop plans to improve these

leaders and teachers collaboratively plan and implement effective teaching practices schoolwide to improve student progress, achievement, and self-management of learning

leaders and the School Board urgently review current attendance planning to ensure that strategies improve regular attendance and reduce chronic absence

Within six months:

leaders review and report on the early impact of targeted professional development focused on improving student progress, achievement, and self-management of learning

Every six months:

leaders and the School Board monitor and review the impact the of the leadership improvement plans across the school to ensure that milestones are met

leaders and the School Board monitor and review the progress in strengthening schoolwide systems, processes and practices

leaders and the School Board monitor and review the schoolwide implementation of attendance planning, procedures and progress including progress with whānau engagement

Annually:

leaders and the School Board review the impact of leadership development in order to reset improvement priorities for the next year

leaders and the School Board review the effectiveness of school systems and practices in improving school conditions and outcomes for students and identify areas for ongoing improvement

leaders and the School Board review the impact of staff professional development on improving schoolwide teaching practices and student outcomes

leaders and the School Board review and reset attendance planning for the following year based on strategies that make the biggest difference.

Expected outcomes

Strengthened schoolwide leadership for effective teaching and learning.

Improved rates of achievement, NCEA success and access to meaningful pathways.

Reliable and consistent implementation of school systems, processes and practices that underpin positive school conditions for students and staff.

Improved schoolwide teaching practices that enable students to self-manage more of their learning.

Significant improvement in regular attendance and reduced chronic absences.

Recommendation to the Ministry of Education

ERO recommends that the Secretary for Education consider limited statutory manager intervention as listed in section 171(1)h of the Education and Training Act 2020 to bring about the following improvements in:

schoolwide leadership development at all levels in the school including middle leaders and teachers

assessment, effective teaching, planning and curriculum to improve achievement and student’s self-management of their learning

employment and support for school leaders

attendance planning and implementation to increase regular attendance.

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

30 October 2025

Read this report on ero.govt.nz →