Taoroa School - 06/06/2018

School Context

Taoroa School is located in a rural setting in the Taihape district. The current roll is 28, with all students identifying as Māori. The board of trustees funds transport for the many students who travel from Taihape to attend.

The school’s goals and targets are focused on improving learning for students. The stated valued outcomes for students is that they will experience life-long learning through the ‘Play is the Way’ programme to support them to be successful in a rapidly changing world.

The school aims to have all learners able to access The New Zealand Curriculum as evidenced by achievement in relation to national expectations.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • progress and achievement in reading, writing and mathematics

  • whole-school improvement, trends and patterns over time for reading, writing and mathematics.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school effectively supports the achievement of equitable and excellent outcomes for all students. Māori students achieve well. Schoolwide 2017 achievement data indicates that most achieved at or above expectations in reading, writing and mathematics.

Reading achievement information over the past three years shows a consistent increase in the numbers achieving at or above expectation. The trend is variable in writing and for mathematics.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

During 2017, the school effectively accelerated learning for most of students identified in achievement targets to be achieving at expectation by the end of the year. The school has used this achievement information to develop 2018 annual targets for identified students achieving below expectation. Deliberate strategies and actions have been identified to accelerate the achievement of these students.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Students learn in a positive, inclusive environment where their relationships with adults and peers are warm and respectful. Their wellbeing is a key priority. Staff know students and their whānau well. They work collaboratively to provide appropriate learning opportunities for students.

High expectations for learning and practice are clearly evident. Teachers use a range of effective strategies to respond to the needs of individuals and groups of students. Students are highly engaged in their learning, work well together and are keen to share their learning with others.

Staff use data to inform teaching and learning. A focus on improving achievement in writing in 2017, resulted in a significant increase in those achieving at or above expectation. The mathematics programme, adapted for 2018, reflects a focus on personalised learning for each student and is beginning to impact positively on student engagement and learning.

Students receive and respond well to feedback from their teachers. They are able to talk about what they have learned and are beginning to make decisions about and take more responsibility for their learning.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The school’s curriculum has been reviewed recently. It needs further development to ensure that it reflects and guides current priorities, programmes and practice.

New programmes have been recently implemented. Staff and trustees should use the considerable information about student achievement and progress, along with other relevant information that is available to them, to:

  • evaluate the effectiveness of practice, curriculum and initiatives on student outcomes

  • further build their knowledge of practices and strategies that work best to promote and accelerate improvement and equitable outcomes for students.

3 Board assurance on legal requirements

Before the review, the board 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 the following:

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

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Appraisal audit

The endorsement process for renewing and issuing of practising teacher certificates was not sufficiently implemented to meet Education Council requirements.

Actions for compliance

ERO identified non-compliance in relation to appraisal.In order to address this, the board of trustees must:

  1. implement a performance management system for the principal and teachers that is evidence and inquiry based and linked to the Standards for the Teaching Profession [s77c State Sector Act 1998; (NZ Gazette No 180: Dec 1996)]

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • an inclusive and caring environment that effectively promotes learning, wellbeing and a sense of belonging

  • a strong culture of collaboration amongst staff that promotes high expectations for learning and wellbeing.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • further development of the curriculum so that it better reflects current priorities, programmes and practice

  • strengthening appraisal and internal evaluation processes and practices.
    [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

On receipt of a suitably responsive action plan, ERO is likely to carry out the next external evaluation in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

6 June 2018

About the school



Ministry of Education profile number


School type

Full Primary (Years 1 – 8)

School roll


Gender composition

Female 15, Male 13

Ethnic composition

Māori 28

Provision of Māori medium education


Review team on site

April 2018

Date of this report

6 June 2018

Most recent ERO report(s)

Education Review March 2015
Education Review January 2012
Education Review September 2008