Tūora Fendalton 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 419 — 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. September 2019

   462

   Counted while ERO’s review team was at the school. Education Review Office, report of 29 October 2019

2. July 2013

   427

   Counted while ERO’s review team was at the school. Education Review Office, report of 3 October 2013

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 1 September 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

Tūora Fendalton School is a contributing school that provides education for learners in Years 1 to 6. At the time of the review the roll was 414. The majority of learners identify as Pākehā | New Zealand European. 39% identify as Asian, 9% identify as Māori , and 4% identify as of Pacific Island descent. The school’s vision is Inspiring learners for Life and its values are Whaitake - Relevance, Whanauatanga - Relationships and Whakaute - Respect.

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? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.

What is the quality of teaching and learning? Learners benefit from excellent 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 high quality education for learners are driving excellent school performance.

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 65% 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 Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Mathematics Most 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 large majority of students attend school regularly.

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

The school has a suitable plan in place to continually improve attendance.

Regular attendance is improving towards or beyond the target.

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 significantly improved engagement, achievement and progress for those learners most at risk of not achieving since the previous review.

The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.

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

Structured literacy and mathematics are integrated into school targets, professional development and teacher practice. This has resulted in improved outcomes for all students.

Students have a strong sense of belonging and pride in the school.

The leadership team sets clear expectations and direction for the school through annual plans.

The school board supports student and staff wellbeing.

The school’s curriculum is broad and future focused. The curriculum is responsive to the needs, interests and cultures of learners.

The leadership team maintain partnerships with the school community to benefit teaching and learning.

Parents are highly engaged and involved.

Key priorities

Continue to develop and deliver teaching and learning programmes aligned with the new curriculum to maintain high levels of achievement in reading, writing and mathematics, including oral language.

Consult with the community and stakeholders on their aspirations for learners to inform the development of the school’s strategic plan.

Sustain recent attendance gains and continue to improve levels of regular attendance.

Actions to bring about improvement

Every six months:

teachers engage in professional learning to support the implementation of the new literacy and mathematics curricula

leaders provide opportunities to inform and consult with the school community about the changes to curricula, and support the development of oracy skills in learners

leaders and teachers review attendance data and refine strategies to improve regular attendance

Annually :

leaders review and evaluate goals and targets for the year and report to the School Board on the progress and achievement of all learners and improvement of oral language skills across the school

leaders and the Board consult with whānau and the school community on the school’s strategic direction, resourcing decisions and curriculum development

leaders and the Board evaluate strategies to improve attendance, tracking progress against government targets and reallocating resources as needed.

Expected outcomes

A responsive and engaging curriculum that meets the changing needs of all learners.

Sustained high levels of achievement in reading, writing and mathematics, including improved oral language skills at all levels.

Improved and sustained levels of regular attendance that meet the Government targets.

Regulatory and Legislative Requirements

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

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

During this review the Board has attested to some 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 and has completed an annual self-review of its implementation of the Code.

At the time of this review there were 19 international students attending the school.

The school has robust systems of self-review in place to ensure the health and safety of international students. Students receive regular English language support and are well integrated into school and community life through academic, sporting and performing arts activities. International students achieve well, and their wellbeing needs are met through accessing effective pastoral care services.

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 (Acting)

1 September 2025

Read this report on ero.govt.nz →