Thames South School

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 60 — 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.

1. May 2018

   138

   Counted while ERO’s review team was at the school. Education Review Office, report of 29 June 2018

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 24 March 2026 — “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

Thames South School provides dual-medium education for Reo Rua students in Years 0 to 6 and Rūmaki students in Years 1 to 8. The school roll is 83, with Māori learners making up 77% of the total student population. The school values are Aroha , Respect, Honesty, Excellence, Confidence, Manaakitanga , Creativity, Co-operation, Self-Discipline, Service and Tolerance . A key feature of the school is its total immersion Māori unit - Te Kawenga . Thames South School acknowledges Ngāti Maru as mana whenua .

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? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.

What is the quality of teaching and learning? Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing, mathematics and pānui, tuhituhi, pāngarau .

How well does the school curriculum respond to all learners needs? Learners have some opportunities to learn across the breadth and depth of the curriculum. There is a variable focus on supporting learners to gain skills in foundational skills in literacy, mathematics, te reo matatini and pāngarau . 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 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 for Years 0-6 in Reo Rua and achievement for Years 0-8 in Rumaki .

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 64% 65 to 79% 80 to 90% Over 90%

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

Writing Less than a third of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Rumaki

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

Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are not yet 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 not yet reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

The school is not yet using an appropriate approach or reliable practices to accurately find out about achievement against the curriculum.

Teachers should improve 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 does not have good quality planning to increase the rate of progress for all groups of students.

The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is not 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.

Support

During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support and/or intervention to the Secretary / Ministry of Education.

Rumaki/Reo Rua outcomes and conditions to support learner success

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within English medium schools.

Learner success and wellbeing

Ākonga are developing and growing confidence in te reo Māori through active engagement in a rich variety of te ao Māori practices and learning experiences provided in their teaching and learning programmes.

Ākonga are beginning to benefit from leadership and governance that prioritises Māori medium needs and aspirations.

Conditions to support learner success

Te reo Māori instruction, tuakana support, localised kaupapa , and EOTC experiences contribute to improving learner success.

Te Kawenga’s small class size allows for personalised learning and provides ākonga with opportunities to engage in authentic local learning experiences that foster wellbeing and belonging.

Leadership, governance and kaiako are committed to supporting the development and sustainability of Te Kawenga as a Level 1 te reo Māori pathway.

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

Learners confidently embrace their culture and identity, demonstrating a deep and connected understanding of Mātauranga Māori.

Learners thrive in a culturally sustaining environment where local knowledge, environmental sustainability through a te ao Māori perspective, and authentic experiences support their wellbeing and success as Māori .

Learners demonstrate an understanding of school values, contributing to a diverse and inclusive learning environment.

Parents and whānau are valued learning partners, with relationships strengthened through the principles of Te Tiriti o Waitangi to support improved learner outcomes.

Neurodiverse students and those with additional learning needs are well supported, drawing on internal expertise and external services to promote inclusion and active participation.

Key priorities

The agreed next steps for the school are to:

Strengthen teaching and learner outcomes by improving the analysis and use of reliable achievement data and enhancing teaching and assessment practices.

Develop and implement an attendance management strategy to reduce chronic absences and increase regular attendance in line with government targets.

Leadership and Te Kawenga staff implement a structured Māori medium programme that strengthens teaching, learning and assessment to improve ākonga outcomes in Te Kawenga .

Actions to bring about improvement

Within three months:

leadership and teachers refine moderation and data analysis to consistently use reliable achievement information for guiding teaching and setting targets for priority learners

leadership identify and respond to teacher development needs in pānui, tuhituhi and pāngarau and/or reading, writing and mathematics through targeted professional learning

leadership strengthen attendance strategies using accurate data to inform priorities and drive targeted actions

leadership and Te Kawenga staff work with whānau, hapū , and mana whenua to set strategic goals and identify professional learning development for kaiako to support ākonga progress in Te Kawenga

Within six months:

leadership and Te Kawenga staff implement a PLD plan to improve teacher capability to effectively deliver teaching and learning through the provision of te reo Māori in Te Kawenga

Every six months:

leadership and teachers use achievement data to monitor learner progress over time, identify trends, and implement targeted interventions to improve outcomes for priority learners

leadership evaluate the impact and effectiveness of teaching and learning programmes, with a focus on literacy and numeracy

leadership review and refine attendance strategies through an ongoing cycle of inquiry

Annually:

leadership and the School Board analyse and use achievement data to identify barriers, set strategic goals and implement targeted actions

leadership evaluates assessment and teaching practices to identify strengths, address equity issues and improve learner outcomes

leadership and the School Board review attendance strategies to increase regular learner attendance and meet government targets

leadership and Te Kawenga staff evaluate the impact and effectiveness of PLD opportunities on learner outcomes, to inform strategic targets and resourcing decisions for Te Kawenga .

Expected outcomes

Improved progress, achievement and wellbeing for all learners, with a focus on accelerated progress for priority learner groups.

High-quality teaching and learning programmes leading to improved learner outcomes in te reo matatini, pāngarau and literacy and numeracy.

Improved progress, achievement and wellbeing for all ākonga in Te Kawenga .

Increased regular attendance.

Regulatory and legislative requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.

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

Provision for international students

This section is about the quality of the provision of education for international students enrolled at the school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

Recommendation to the Ministry of Education

ERO recommends that the Ministry of Education provide tailored support for:

progressing student achievement

improving 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 Sharee Hemingway Director of Schools Director Ākonga Māori

24 March 2026

Read this report on ero.govt.nz →