Timatanga Community School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 24
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 9 Mamari Road, Whenuapai, Waitakere
- Territorial authority
- Upper Harbour Local Board Area
- Phone
- 09-4166000
- allison.butcher@timatanga.school.nz
- Website
- http://timatanga.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Auckland
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.
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
- Our school values are:
- Connectedness
- Compassion
- Discovery
- Play
- Self-management
- Resilience
- Special character
- The key components of our special character:
- - All learning at Timatanga is child centred
- - Much learning at Timatanga is child initiated
- - We are a secular school
- - We are a parent co-operative
- - We operate in relationship with Timatanga Community
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 23
- Māori
- 6
- Pacific
- 1
- Asian
- 3
- MELAA
- 1
- 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 | 1 | 0 | 2 | 0 | 0 | 8 | 0 | 8 |
| Year 02 | 2 | 0 | 0 | 1 | 0 | 4 | 0 | 4 |
| Year 03 | 1 | 0 | 1 | 0 | 0 | 4 | 0 | 4 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 06 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 1 |
| Year 08 | 1 | 1 | 0 | 0 | 0 | 5 | 0 | 5 |
| Total | 7 | 1 | 4 | 1 | 0 | 26 | 0 | 26 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 2 | 0 | 0 | 8 | 0 | 8 |
| Age 06 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 |
| Age 07 | 3 | 0 | 1 | 0 | 0 | 6 | 0 | 6 |
| Age 08 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 09 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 10 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 1 |
| Age 12 | 1 | 1 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 7 | 1 | 4 | 1 | 0 | 26 | 0 | 26 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Timatanga Community School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Timatanga Community School | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Timatanga Community School | 0% |
|---|---|
| Auckland 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 | Not available (source marker: "nd") |
| 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)
- 413
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1972
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
- 17 March 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (15 February 2023)
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 15 February 2023 — 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:
annual assessment of the principal against the professional standards for principals
(NZ Education Gazette and relevant employment agreements)
the assessing of performance of teaching staff against the professional standards for teachers
(s599 Education and Training Act 2020; and relevant; Collective Employment Agreements.
The board has since taken steps to address the areas of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 17 March 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
providing education for 26 learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 17 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
Timatanga Community School is a state-integrated, special character school providing education for 26 learners in Years 1 to 8. 56% of learners identify as New Zealand European | Pākehā and 20% are of Māori descent. The core values of Ukaipōtanga | Connectedness, Aroha | Compassion, Tūhuratanga | Discovery, Whakamana | Self-Management, Manawaroa | Resilience and Tākaro | Play support the special character of the school. The school Board appointed a new principal in Term 2 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 February 2023 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on evaluating how the Timatanga Community School’s curriculum leads to equity and excellence in wellbeing and learning for all learners.
The school expected to see consistency of teaching of the local curriculum resulting in high levels of achievement, equity and metacognition across all learning areas.
Findings
A new school curriculum captures the school’s valued beliefs and approaches has been created and is being reviewed and refined by the school community through ongoing consultation. High quality teaching and learning across the school is well aligned to this document and is guided by learner interests and passions. Continuing to accelerate learner progress and achievement, to ensure equitable and excellent outcomes, particularly in writing and mathematics is a key focus for the school moving forward.
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? 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 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 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 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 Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A small majority 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 becoming more 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.
A small majority of students attend school regularly.
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Attendance information has not been collected in a way that shows analysis of trends 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.
Assessment information is used well 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.
School leadership was unable to provide ERO with an analysis of schoolwide achievement information over time to show the extent to which learners have made progress in reading, writing and mathematics.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school is unable to identify if they are 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
Students engage in learning that is co-constructed with teachers and connected to their interests and passions, supporting their strong sense of identity and wellbeing.
Students benefit from respectful and collaborative relationships with peers and teachers. Consensus approaches to decision-making empower students as active participants within the school.
Teachers work collaboratively across all aspects of school life, sharing strengths and planning together to respond to a wide range of learner needs.
Leadership and the school Board foster meaningful partnerships with whānau and the community who actively contribute to daily school life. Students benefit from parent-led sessions, engaging in rich opportunities across the curriculum.
Well considered staff professional development aligns to the school’s priorities and is purposefully implemented for ongoing improvement of teaching and learning practices.
Leadership and staff are embedding structured, explicit and consistent approaches to the teaching of literacy and mathematics schoolwide.
Key priorities
Strengthen the collection, analysis and use of achievement and wellbeing information to inform high quality teaching and learning, strategic planning and improvement priorities.
Monitor and evaluate the impact of teaching, learning and assessment practices on student outcomes, with a focus on accelerating progress and achievement in writing and mathematics.
Improve regular attendance.
Actions to bring about improvement
Within three months:
leadership and teachers design and implement robust schoolwide systems for the collection and tracking of progress, achievement and wellbeing information
Every six months:
leadership and teaching staff analyse and monitor student progress information to identify priorities for teaching and learning
teachers engage in professional learning to deepen their understanding of the refreshed curriculum and assessment changes, adapting practice to embed these priorities schoolwide
leaders review attendance initiatives and plans, working in collaboration with the school community to increase regular attendance
Annually:
leadership analyses and reports to the Board on achievement, attendance and wellbeing information to plan priority actions and make responsive resourcing decisions
leadership evaluates schoolwide teaching, learning and assessment practices to inform ongoing strategic planning for improvement.
Expected outcomes
Accelerated progress and achievement outcomes for all groups of students in reading, writing and mathematics.
Sustained high quality teaching, learning and assessment practices embedded schoolwide.
Improved rates of regular attendance for all students.
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 meeting regulatory and legislative requirements in the following areas:
Board administration
Yes
Curriculum
Yes
Management of health, safety and welfare
Yes
Personnel management
Yes
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
17 March 2026
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).