Te Rerenga School - 29/07/2019

School Context

Te Rerenga is a rural school located on the eastern side of the Coromandel Peninsula between Coromandel and Whitianga. The school caters for students from Years 1 to 8. The current roll of 81 includes 14 students who identify as Māori. Since the previous ERO review the principal has remained in her role and there have been minimal changes to the teaching team. There has been significant roll growth.

The school’s vision states ‘Learning, it’s what we do.’ The mission is to ‘promote a learning environment which empowers our children with skills and attitudes for life.’ School values include courage, resilience, teamwork and appreciation.

Strategic aims include:

  • providing interesting high-quality learning programmes with an emphasis on literacy and numeracy
  • encouraging children to take increasing responsibility for their own learning and strive for excellence in their own learning goals
  • promoting strong partnerships and effective communication between home and school
  • developing awareness, respect and appreciation of local iwi history Ngāti Huarere and Ngāti Hei and the environment
  • nurturing a love of learning and developing confident learners.

Leaders and teachers have been involved in professional learning and development in culturally responsive and relational practice, and literacy and mathematics.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in reading, writing and mathematics.

The school is a member of the Coromandel Community of Learning|Kāhui Ako.

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 is working towards achieving equitable and excellent outcomes for all its students. 2018 achievement information provided by the school shows that almost all students achieve at or above the appropriate curriculum level in reading. Most students achieve well in mathematics and a large majority achieve in writing.

There is some disparity in achievement for Māori compared with Pākehā in mathematics and writing. Boys and girls are working at comparable levels in reading and mathematics. Girls are achieving at higher levels than boys in writing.

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

The school is accelerating the learning of most Māori and others who need it. School achievement information shows effective acceleration in reading, writing and mathematics in 2017 and in reading and mathematics in 2018. Students with additional needs make appropriate progress in relation to their individual goals.

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?

Strong professional leadership guides all aspects of school development. Leaders have established positive relationships between staff, students, community and local iwi. Clear and consistent expectations designed to support teaching, learning and accelerated outcomes have been established. Leaders promote and participate in professional learning and development to enhance teacher capability. A strategic focus on culturally responsive practice supports Māori student sense of identity and belonging. There is a strong emphasis on student wellbeing, learning and achievement.

The rich curriculum effectively engages students in their learning. Inquiry-based themes provide relevant and authentic contexts. A range of extra-curricular activities enrich learning for students in a supportive family-like environment. There are many opportunities that enable students to develop leadership skills. The unique place of Māori is shared and celebrated. Children with additional needs are well catered for through detailed individual planning.

Teachers respond well to the learning needs of students. Those whose learning requires acceleration are clearly identified and progress monitored closely. Learning intentions and progressions guide deliberate planning for groups of students. Individualised support enables all students to achieve. Positive and affirming relationships between teachers and students contribute to caring learning environments. Teachers promote positive partnerships for learning through regular communication with parents, family and whānau.

Trustees work collaboratively to improve outcomes for students. They actively represent and serve the school community. Regular consultation ensures community aspirations are heard. Trustees set appropriate targets focused on accelerating the achievement of at-risk students and receive regular reports on the progress of their students. Informed decision-making based on achievement data and recommendations from leaders enables students to have equitable opportunities to learn.

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

Leaders and teachers should empower students to lead their own learning by:

  • continuing to strengthen students’ knowledge of their own learning and next steps especially for those at risk of not achieving to support acceleration
  • further developing a consistent approach to school-wide formative assessment practices to raise overall levels of achievement and acceleration in writing.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Te Rerenga School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • leadership for learning that is focused on school improvement
  • a curriculum that effectively enables high levels of student achievement and engagement
  • teaching practice that improves outcomes for students.

Next steps

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

  • further developing student agency to grow independent learners.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • ensure teachers and authorised staff are suitably supported and trained in Physical Restraint processes and procedures (Clause 10)

Phillip Cowie

Director Review and Improvement Services

Central Region

29 July 2019

About the school


Te Rerenga

Ministry of Education profile number


School type

Full primary (Years 1-8)

School roll


Gender composition

Male 41 Female 40

Ethnic composition

Māori 14
NZ European/Pākehā 67

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

May 2019

Date of this report

29 July 2019

Most recent ERO report(s)

Education Review November 2016
Education Review February 2014
Education Review October 2011