Te Takarangi
Full Primary · State
- Year levels
- 1–8
- Total roll
- 57
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 935 Purerua Road, Purerua
- Territorial authority
- Far North District
- Phone
- 09-4079749
- admin@tetakarangi.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.
- Getting there
- The bus leaves the depot in Kerikeri at about 7:25 am, making several stops on its way out to school and arriving around 8am; it leaves school at about 3:45 pm, back at the depot about 4:20 pm
The bus leaves the depot in Kerikeri at about 7:25 am each morning and makes several stops on its way out to school, arriving around 8am. It arrives at school at the end of the day at about 3:45 pm, arriving back at the depot at about 4:20 pm.
- The bus leaves the depot in Kerikeri at about 7:25 am, making several stops on its way out to school and arriving around 8am; it leaves school at about 3:45 pm, back at the depot about 4:20 pm
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 24
- Māori
- 41
- Pacific
- 9
- Asian
- 1
- MELAA
- 3
- 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 | 6 | 0 | 0 | 0 | 0 | 6 | 0 | 9 |
| Year 02 | 6 | 3 | 0 | 1 | 0 | 4 | 0 | 8 |
| Year 03 | 8 | 1 | 0 | 0 | 0 | 7 | 0 | 11 |
| Year 04 | 5 | 1 | 1 | 0 | 0 | 6 | 0 | 8 |
| Year 05 | 6 | 0 | 0 | 0 | 0 | 4 | 0 | 8 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 5 | 0 | 7 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 34 | 5 | 1 | 1 | 0 | 34 | 0 | 53 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 0 | 0 | 0 | 0 | 5 | 0 | 7 |
| Age 06 | 6 | 3 | 0 | 0 | 0 | 4 | 0 | 7 |
| Age 07 | 8 | 1 | 0 | 1 | 0 | 6 | 0 | 10 |
| Age 08 | 5 | 1 | 1 | 0 | 0 | 7 | 0 | 10 |
| Age 09 | 8 | 0 | 0 | 0 | 0 | 4 | 0 | 9 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 5 | 0 | 7 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 34 | 5 | 1 | 1 | 0 | 34 | 0 | 53 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
54.5%
| Bay of Islands International Academy | 54.5% |
|---|---|
| Northland Region | 52% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 85% |
| Māori | 100.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 54.5% |
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%
| Bay of Islands International Academy | 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 | 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%
| Bay of Islands International Academy | 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 | 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)
- 486
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1903
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
- 2 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (14 December 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 14 December 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 2 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students from Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 2 October 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
Bay of Islands International Academy is in Te Tii, Kerikeri . The school provides education for students from Years 1 to 8. The roll is currently 53 students, 75% of students identify as Māori . The school’s vision is Unity and peace through learning and growing together | Kotahitanga me te rangimārie mā te ako me te tupu ngātahi .
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 December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on evaluating how effectively the professional learning and development programme supported teachers to strengthen their understanding of the school’s inquiry to engage learners through the conceptual learning approach.
The school expected to see teachers working collaboratively to design and deliver a local curriculum that encompassed the school’s inquiry and conceptual learning approach. Learners would experience the depth and breadth of a local curriculum and Aotearoa New Zealand Histories curriculum that was engaging and promoted agency and belonging.
Findings
The school has made good progress in implementing an inquiry learning programme. This is a central part of the school’s curriculum, providing students with integrated and hands-on learning experiences. The schoolwide programme incorporates local and regional content, guided by principles from the Aotearoa New Zealand Histories curriculum. Leaders and teachers continue to strengthen their ability to plan, deliver, and reflect on inquiry-based teaching to increase student engagement, learner agency, and achievement.
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 good 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 an increasingly 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 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 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 school is behind the target of 80% regular attendance.
The school is developing a suitable plan 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 is improving its approach and the reliability of its practices to accurately 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 is developing 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 and/or pānui, tuhituhi and pāngarau 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
The school promotes and values inclusive education as a visible part of its culture. Positive relationships between teachers and students create a safe and supportive learning environment, where diversity is respected and celebrated.
Teachers work collaboratively to implement clear and consistent routines and practices that support all learners.
A strong bicultural approach is embedded throughout the school, with the principles of te ao Māori and te reo Māori actively heard in classrooms. This commitment fosters a sense of identity, belonging, pride and wellbeing for Māori learners.
Structured Literacy is embedded schoolwide, providing a consistent approach for students as they progress through the year levels. The school is implementing structured mathematics.
Leaders and teachers have established a range of external partnerships that enhance teaching and learning through bringing professional and cultural expertise that supports the diverse needs of all learners.
Key priorities
Improve regular attendance for all learners through developing an attendance action plan.
Further develop opportunities for all students to learn across the breadth and depth of The New Zealand Curriculum, including structured literacy and mathematics.
Increase achievement for all groups of learners through strengthening assessment and moderation practices.
Actions to bring about improvement
Within six months:
the School Board and principal develop an attendance action plan to improve student attendance
leaders provide staff with professional learning opportunities to strengthen assessment and moderation practices, increasing the reliability of achievement information
Every six months:
the Board and principal review attendance initiatives and communicate the impact of these to parents and whānau , identifying next steps
leaders and teachers review and report to the Board on the delivery of the school curriculum, including structured literacy and structured mathematics, to inform ongoing actions
leaders and teachers evaluate and enhance assessment and moderation practices to ensure high-quality information informs teaching and supports improved outcomes for all learners
Annually:
the principal and the Board review student attendance, progress and achievement to support ongoing strategic planning
leaders and teachers evaluate the breadth and depth of the school curriculum to identify areas for improvement and guide future teaching and learning priorities.
Expected outcomes
Increased regular attendance for all learners.
A rich and broad curriculum that provides students with diverse, meaningful learning experiences across all areas of The New Zealand Curriculum.
Improved achievement for all learners in reading, writing and mathematics.
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 monitor regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Actions for Compliance
ERO has identified the following area of non-compliance during the board assurance process:
hold regular trial evacuation practices and report these to the School Board. [Health and Safety at Work Act 2015; Fire and Emergency New Zealand Act 2017; Fire Safety, Evacuation Procedures and Evacuation Schemes Regulations 2018]
The Board has since addressed the area of non-compliance identified.
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
2 October 2025
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).