Tui Glen School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 178
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 126 Stokes Valley Road, Stokes Valley, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-9398279
- office@tuiglen.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 27
- Māori
- 99
- Pacific
- 49
- Asian
- 24
- MELAA
- 3
- Other
- 2
- 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 | 14 | 11 | 5 | 0 | 0 | 4 | 0 | 28 |
| Year 02 | 13 | 9 | 1 | 0 | 0 | 2 | 0 | 21 |
| Year 03 | 9 | 5 | 4 | 0 | 0 | 3 | 0 | 18 |
| Year 04 | 16 | 5 | 2 | 0 | 0 | 3 | 0 | 22 |
| Year 05 | 13 | 6 | 3 | 1 | 0 | 5 | 0 | 22 |
| Year 06 | 7 | 9 | 3 | 1 | 0 | 4 | 0 | 19 |
| Year 07 | 11 | 11 | 4 | 3 | 0 | 1 | 0 | 25 |
| Year 08 | 8 | 9 | 3 | 0 | 0 | 6 | 0 | 21 |
| Total | 91 | 65 | 25 | 5 | 0 | 28 | 0 | 176 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 8 | 4 | 0 | 0 | 3 | 0 | 23 |
| Age 06 | 14 | 12 | 2 | 0 | 0 | 3 | 0 | 26 |
| Age 07 | 9 | 5 | 4 | 0 | 0 | 3 | 0 | 18 |
| Age 08 | 17 | 5 | 2 | 0 | 0 | 4 | 0 | 23 |
| Age 09 | 12 | 6 | 3 | 1 | 0 | 4 | 0 | 21 |
| Age 10 | 7 | 9 | 2 | 1 | 0 | 4 | 0 | 18 |
| Age 11 | 9 | 10 | 3 | 2 | 0 | 1 | 0 | 20 |
| Age 12 | 8 | 10 | 4 | 1 | 0 | 6 | 0 | 24 |
| Age 13 | 2 | 0 | 1 | 0 | 0 | 0 | 0 | 3 |
| Total | 91 | 65 | 25 | 5 | 0 | 28 | 0 | 176 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
51.4%
| Tui Glen School | 51.4% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 79% |
|---|---|
| Male | 30.3% |
| Māori | 95% |
| Pacific | 29.4% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 110% |
| Total | 51.4% |
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
24%
| Tui Glen School | 24% |
|---|---|
| Wellington Region | 2.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 54.6% |
|---|---|
| Male | 0% |
| Māori | 54.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 24% |
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
24.6%
| Tui Glen School | 24.6% |
|---|---|
| Wellington Region | 0.9% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 55.9% |
|---|---|
| Male | 0% |
| Māori | 55.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 24.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 524
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 August 1956
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
- 2
- Last reviewed
- 20 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 20 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 in Years 1-8
- Years 1 to 8
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 178 — 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.
April 2018
128
Counted while ERO’s review team was at the school. Education Review Office, report of 5 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 20 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
Tui Glen School provides education for students in Years 1-8. The school’s roll is 172 with approximately 53% Māori and 31% of Pacific heritage. The school’s vision is Mā te huruhuru ka rere te manu and the values are ako , resilience, one, honour and aspire .
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? 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain 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 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 Less than half of learners meet or exceed the expected curriculum level. Results are becoming more 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 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.
Less than half 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 uses an appropriate approach and reliable practices to 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.
The school has 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.
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’ strong sense of belonging, wellbeing and pride in their school is evident; they experience a positive, inclusive and supportive learning environment that celebrates their culture, language and identity.
Students confidently participate in tikanga Māori and are encouraged to use te reo Māori throughout the school day; this reflects the school's strategic commitment to Te Tiriti o Waitangi and success for Māori learners.
Classrooms are well managed and meet learners’ needs. The school identifies and tracks the progress of priority learners and helps students transition in and out of the school .
Leaders and the School Board work well together, sharing a clear vision to help every learner succeed.
Targeted professional learning is strengthening practices across the school with structured literacy and mathematics approaches well embedded across the school.
Strong, learning-focused relationships between the school, community, and local marae support effective communication and contribute to strategic planning and positive learner outcomes.
Key priorities
Improve and accelerate the progress and achievement of all learners in reading, writing and mathematics.
Align current school assessment processes and practices with national curriculum requirements.
Improve attendance and engagement with whānau to reach Government attendance targets.
Actions to bring about improvement
Within six months:
leaders and teachers track, analyse and report on learner attendance, progress and achievement to inform next steps and plan targeted interventions to accelerate progress and achievement
leaders and the School Board review the impact of initiatives to improve students’ regular attendance and identify further actions
Every six months:
leaders evaluate the impact of professional learning on outcomes for students, identify areas for further improvement and plan next steps
Annually:
leaders and teachers review achievement data and evaluate student progress in reading, writing, and mathematics to guide professional learning and inform next steps
leaders and the School Board review annual attendance information including the impact of initiatives for increasing attendance on learner progress and outcomes, identify improvement priorities and share with the community.
Expected outcomes
Improved and sustained accelerated progress and achievement for all learners in reading, writing and mathematics.
Well-aligned curriculum and embedded assessment practices that guide responsive teaching and learning programmes and informs improvement priorities.
Improved levels of regular attendance schoolwide.
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
20 October 2025
Read the full report on ero.govt.nz →
All 2 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).