Te Tipua School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 36
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 775 State Highway 96, Gore
- Territorial authority
- Southland District
- Phone
- 03-2038550
- admin@tetipua.school.nz
- Directions
- Get directions
Other schools nearby: schools in Southland
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
- School Buses Depart: 3pm
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
- Hockey
Hockey Mini ball
- Mini ball
Mini ball netball
- netball
netball touch
- touch
netball touch
- Hockey
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 33
- Māori
- 0
- Pacific
- 1
- Asian
- 3
- MELAA
- 2
- 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 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 02 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 03 | 0 | 1 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 04 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 05 | 0 | 0 | 1 | 0 | 0 | 6 | 0 | 7 |
| Year 06 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 0 | 1 | 1 | 0 | 0 | 29 | 0 | 30 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 06 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 07 | 0 | 1 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 08 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 09 | 0 | 0 | 1 | 0 | 0 | 6 | 0 | 7 |
| Age 10 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Total | 0 | 1 | 1 | 0 | 0 | 29 | 0 | 30 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Te Tipua School | 0% |
|---|---|
| Southland Region | 61.8% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Te Tipua School | 0% |
|---|---|
| Southland Region | 6.3% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| 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%
| Te Tipua School | 0% |
|---|---|
| Southland Region | 2.8% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| 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)
- 507
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1907
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
- 4
- Last reviewed
- 8 May 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (8 May 2025)
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 8 May 2025 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.
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 36 — 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.
October 2019
24
Counted while ERO’s review team was at the school. Education Review Office, report of 3 December 2019
June 2017
43
Counted while ERO’s review team was at the school. Education Review Office, report of 18 August 2017
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 8 May 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.
Context
Te Tipua School is a small rural primary school located between Gore and Winton, in Central Southland. The school provides education for learners from Years 1 to 8. A new principal began at the school in Term 2, 2024. There have been multiple changes in leadership since 2022.
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
Students are engaged, make good progress and achieve well.
Most students achieve at or above expected curriculum levels in reading, writing and mathematics; high achievement rates have been sustained over time.
Outcomes are equitable across all groups of learners.
Most students attend school regularly; the school is not yet meeting the Ministry of Education’s attendance target.
Conditions to support learner success
Leadership is taking steps to build a learning focused culture.
Leadership is beginning to plan and coordinate the school’s curriculum; expectations for consistent high-quality teaching and learning are not yet shared.
Leadership is beginning to use evidence to plan for school improvement; including identifying strategies to improve learner outcomes.
Leadership is developing relationships with other education providers to increase opportunities for learning and success.
Improvements are required to develop a coherent approach that supports effective teaching and learning schoolwide.
Students benefit from experienced teachers who know them well and tailor programmes to meet their specific learning needs.
Leaders and teachers provide effective support programmes for students who need additional support to learn and progress at an appropriate pace in literacy.
Teachers and leaders need to design and agree on a shared local curriculum that clarifies progressions for learners across curriculum levels; priority needs to be given to enacting a consistent approach to assessment in literacy and mathematics.
Key conditions, systems and processes that sustain positive outcomes for learners are being established.
Teachers engage regularly with parents to discuss learners’ strengths, needs and interests which extends learner success and wellbeing.
Student feedback and ideas are gathered and increasingly used to inform programmes and initiatives in the classroom.
Leaders and teachers are taking steps to give effect to Te Tiriti o Waitangi ; te reo Māori is increasingly woven into teaching practice.
Part B: Where to next?
The agreed next steps for the school are to:
clarify and agree schoolwide expectations for high quality teaching and learning
review classroom programmes to identify what is working well and where to next to improve progress, achievement and attendance
consolidate approaches for reading, writing and mathematics so that learners experience a coherent learning pathway as they progress through the school
rationalise strategic planning so that it reflects agreed measures of success and targets appropriate improvement priorities that focus on outcomes for learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
trustees and staff identify improvement priorities and establish appropriate measures of success for attendance and achievement
leaders deliberately plan for gathering evidence that enables effective monitoring and reporting against identified improvement priorities
leaders align organisational systems and processes to support curriculum delivery and robust assessment decisions.
Every six months:
leaders and teachers ensure plans for consistent, effective and responsive teaching strategies are embedded across the school
leaders and teachers monitor and evaluate the impact of teaching strategies on outcomes for learners.
Annually:
leaders report learner progress, achievement and wellbeing information to the board to enable data scrutiny and increasingly effective strategic decision making
leaders and teachers plan for strategic professional learning and development to continue to strengthen teaching and to build evaluation capability.
Actions taken against these next steps are expected to result in:
consistent, responsive teaching strategies that improve and sustain excellent and equitable outcomes for learners
a robust cycle of continuous improvement supported by the strengthened evaluation capability of leaders, teachers and the school board
improved and sustained student attendance.
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
Sharon Kelly Director of Schools (Acting)
8 May 2025
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 4 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).