Tahatai Coast School - 21/10/2014


Tahatai Coast School continues to deliver positive learning opportunities and programmes for all students in an inclusive and welcoming school culture. There is sound governance and strong professional leadership from the principal and senior leaders. Teachers have high expectations for students. They achieve well and make good progress in learning.

ERO is likely to carry out the next review in three years.

1 Context

What are the important features of this school that have an impact on student learning?

Tahatai Coast School is located in Papamoa near Mount Maunganui. It is a full primary for students in Years 1 to 8 with a roll of 649, of which 21% identify as Māori. The school caters for a diverse range of ethnic groups that make up the Papamoa Community.

Since the last ERO review the principal has returned in 2013 from a two year secondment within the education sector. The acting principal and senior staff ran the school effectively during this time. A new deputy principal has been recently appointed.

The renovation or replacement of buildings over the last five years has been a major challenge for the school. However this process has been well managed by the board, leaders and staff and has resulted in maintaining the focus on students and their learning and achievement.

The school culture continues to be welcoming, inclusive and friendly with respectful relationships apparent among the board, staff, students and parents.

Significant development has occurred in those areas identified in the 2011 ERO report. These related to a focus on teaching practice, encouraging students to take more responsibility for their own learning, and monitoring annual achievement targets in relation to National Standards. Professional learning and development has focused on the teaching of writing, science, learning support staff, and e-learning.

During 2013 the board and staff undertook an extensive review of the school’s direction and this resulted in a complete redevelopment of the school charter, including the identification of six key strategies designed to enhance the achievement and progress of all students.

The school has a positive reporting history with ERO and this report indicates that self-review processes are leading to continual improvement in school operations.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses student achievement information well to make positive changes to learners’ engagement, progress and achievement.

Most students are achieving at or above the National Standards in reading, writing and mathematics. The school is aware that Māori students are not achieving as well as other students and boys are not achieving as well as girls. Senior leaders have considered ways of improving achievement outcomes for these students.

The board and leaders use data well for resourcing provisions and to cater for students needing support or extension. Teachers use student assessment data to reflect on the effectiveness of their teaching and work collaboratively with colleagues to share best teaching practices.

Students with special learning needs are well provided for through effective initiatives and learning programmes to meet their specific needs. School achievement information indicates these students are building their confidence and skills and making good learning progress.

High levels of motivation and student engagement were observed by ERO across the school.

Parents receive detailed and accurate reports about student achievement. These reports show progress and achievement against the National Standards and suggestions for how parents may help at home.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum effectively promotes and supports student learning. It is closely linked to The New Zealand Curriculum and has been personalised to cater for the needs of students at Tahatai Coast. The curriculum puts students at the centre of learning, engages and challenges them, is forward looking and affirms New Zealand’s unique identity. The school’s living and learning behaviours are well known by students and are integral to curriculum delivery. These are, 'I Support, I Think, I Self Manage, I Communicate, I Belong, I Create'.

The key features of the curriculum are:

  • high expectations by both leaders and teachers that students will be successful
  • warm and productive interactions between teachers and students
  • a wide range of teaching strategies to engage students in purposeful learning
  • a comprehensive range of sporting, social and cultural opportunities
  • a school emphasis on celebrating learning and successes in all curriculum areas
  • teachers assisting students to understand more about their own learning.

ERO and management agree that there is a need for:

  • a more consistent school-wide approach to developing student knowledge of their own learning
  • teachers to continue to develop knowledge of te reo and tikanga Māori.

How effectively does the school promote educational success for Māori, as Māori?

The school is promoting educational success for Māori by focusing on a goal set in the school's strategic plan. Documented strategies to realise this goal include:

  • appointing a Māori teacher to lead te reo and tikanga Māori development in classrooms
  • making te reo Māori visible throughout the school, including a school-wide weekly broadcast
  • kapahaka performing opportunities for students
  • pōwhiri to welcome visitors to the school
  • a Māori dimension in school assemblies and special occasions
  • te reo Māori programme in classrooms including karakia and waiata.

To further enhance educational success for Māori the school has recently initiated meetings with local iwi to plan future initiatives to strengthen links with whānau and local marae.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance because:

  • governance is effective
  • the experienced principal provides strong professional leadership for trustees, leadership teams and staff
  • the senior leadership team articulate high expectations for student learning and achievement and are providing high-quality collaborative leadership for teaching and learning throughout the school
  • there are experienced and effective support staff well led by the Special Education Needs Coordinator (SENCO)
  • the school provides a welcoming, inclusive culture, that supports and values all students and staff
  • there is strong support and active involvement by the school community.

ERO and the board agree that school leadership now needs to:

  • provide agreed educational direction for the overall operation of the school in the newly constructed modern learning environment
  • consult and report more effectively with the community to strengthen school/whānau /parent partnerships.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.


Tahatai Coast School continues to deliver positive learning opportunities and programmes for all students in an inclusive and welcoming school culture. There is sound governance and strong professional leadership from the principal and senior leaders. Teachers have high expectations for students. They achieve well and make good progress in learning.

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services Northern Region

21 October 2014

About the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Girls 50% Boys 50%

Ethnic composition

NZ Pākehā/European












Review team on site

August 2014

Date of this report

21 October 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2011

February 2009

September 2005