Tinopai School

What ERO wrote in its latest report

This is ERO’s report of 14 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

Tinopai School is a small rural school providing education for learners in Years 1 to 8. There are currently 15 on the roll, and most students identify as Māori from one Ngati Whatua hapu . The school is involved in the local water resource management programme and has a vision for the learners that they are connected to their whānau and 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.

Most learners enter Tinopai School significantly behind the expected curriculum level. The school’s efforts are well focused on accelerated progress.

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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.

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

Reading Less than half 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 large majority of 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 small majority of learners attend school regularly.

The school is behind the target of 80% regular attendance.

The school has a suitable plan in place 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 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

Learners at Tinopai School experience a warm family-like environment where their identity and culture are celebrated.

Learners participate in activities that reflect their local context and work together as active kaitiaki (caretakers/guardians) of the local environment supported by enviro-school resource management activities.

Teaching and learning are underpinned by a focus on reading, writing and mathematics programmes.

An experienced principal and school Board focus on the provision of a positive teaching and learning environment. The curriculum emphasises the connections learners have to their whānau and whenua .

Key priorities

Improve attendance and strategies to promote attendance every day.

Review formative assessment tools for teaching and learning in reading and writing.

Develop clear progressions, to support progress and achievement in reading and writing.

Embedded interventions for targeted learners to reduce disparity in learning outcomes and accelerate progress and achievement.

Action to bring about improvement

Within six months:

school leaders and the Board work with whānau , with a focus on prioritising attendance, and discuss its positive impact on learning outcomes

school leaders and teachers focus on accelerating progress in reading and writing in teaching and learning programmes to support increased equity in all learner outcomes

Every six months:

teachers use assessment tools in reading and writing to support next steps for learning and link to current good practices for literacy assessment

Annually:

leaders and teachers review the effectiveness of assessment tools and analyse student achievement data to measure the impact of interventions on reading and writing outcomes

the school Board and leaders review student attendance, progress and achievement data, to identify areas for further improvement, plan for the following year and share with the community.

Expected outcomes

All learners attend school every day.

Clear reading and writing progressions inform teaching and learning programmes so that all learners experience positive learning outcomes.

Improved equity in outcomes for all learners.

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

14 October 2025

Read this report on ero.govt.nz →