Tuturau Primary 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 22 — 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 2015

   28

   Counted while ERO’s review team was at the school. Education Review Office, report of 23 June 2015

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 23 January 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation 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.

Context

Tuturau Primary School is located in Southland and provides education for students in Years 1 to 6. The school values of respect – whakaute , responsibility - takohanga and aroha - manaaki underpin decision making and interactions across the school.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Most students make sustained progress and experience success.

Most students achieve at or above curriculum expectations in mathematics and a large majority of students in reading and writing.

Outcomes for Māori students in writing and mathematics have shown a significant improvement; the priority to improve student achievement in reading remains.

There is a continuing need to improve excellent and equitable outcomes for all students in writing particularly for boys.

Less than a third of students attend school regularly, the school is not yet meeting the Ministry of Education targets for regular attendance; this remains a priority.

Conditions to support learner success

Strategic leadership works collaboratively to improve outcomes for learners.

Leadership undertakes comprehensive consultation with students, staff, whānau and community to gather aspirations that inform improvement priorities.

Leaders foster a highly collaborative team culture; staff are reflective and open to new approaches to improve learner success and wellbeing.

Teachers and leaders analyse an appropriate range of student achievement information to set improvement priorities and next steps in learning; they continue to strengthen these practices.

Students learn and experience success through an increasingly responsive curriculum.

Learners’ engagement is strengthened through deliberate connections to the localised curriculum; teachers engage in professional learning that improves their understanding and capability in tikanga Māori and mātauranga Māori .

Leaders and teachers set targets and use evidence-based interventions to facilitate ongoing innovation, improvement and to develop teacher capabilities for improved outcomes for learners.

Teachers work collaboratively to inquire into their teaching practices to better understand what is working well and inform next teaching steps.

Key organisational conditions that support student achievement and wellbeing are being strengthened.

Teachers and leaders deliberately foster meaningful relationships with local education providers and community groups to strengthen teachers’ capability and support improved wellbeing and achievement outcomes for learners.

Leaders and teachers maintain a strong focus on improving culturally responsive practices across all areas of the school; continued consultation with whānau, hapū and iwi is identified as a next step for a schoolwide approach to the teaching and learning of te reo Māori .

The embedding of formal evaluation processes across all strategic priorities to ensure initiatives are improving outcomes for learners has been identified as a next step.

Part B: Where to next?

The agreed next steps for the school are to:

engage with students, parents and whānau to identify strategies to improve regular attendance at school

continue to strengthen teaching practice to improve outcomes for Māori students' achievement in reading and boys in writing

develop a more targeted and strategic approach to evaluating school priorities for ongoing improvement.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within three months:

consult with students and parents to understand attendance issues and develop an improvement plan

teachers undertake professional development to better understand effective literacy practices that support improved outcomes for Māori students in reading and boys in writing

research what effective internal evaluation looks like and develop a shared approach for leaders and teachers to review what is working to improve outcomes and for whom.

Every six months:

collate and analyse student attendance, progress and achievement data for trends and patterns, and use this to inform next improvement priorities

use internal evaluation to improve leaders and teachers understanding of which initiatives are effective and identify next steps for improved engagement and achievement outcomes for learners.

Annually:

continue to use and report to the board student wellbeing, engagement, progress and achievement data to inform responsive decision making, and effective strategies for improving attendance, teaching and learning

use an embedded evaluation process to understand the impact of attendance initiatives and professional development on improving teacher practice and raising student outcomes; use this to inform planning for continued improvements.

Actions taken against these next steps are expected to result in:

increased student engagement in learning and more students attending regularly

improved outcomes in reading for Māori students and writing for boys

a fully embedded evaluation process to inform strategic direction.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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

Shelley Booysen Director of Schools

23 January 2025

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Read this report on ero.govt.nz →