Te Wainui a Rua - 17/07/2018

School Context

Te Kura o Te Wainui ā Rua, in the village of Ranana on the Whanganui River, caters for 21 students in Years 1 to 8 and all identify as Māori.

Mana whenua, mana tangata, mana reo and mana aotūroa are the school’s overarching values. The school’s focus is on accelerating the progress of those students who need this, and to empower all to be participants in te ao Māori and te ao Pākehā knowing where they come from and where they belong.

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

  • achievement and progress in reading, writing and mathematics

  • wellbeing and attendance

  • successes in schoolwide events.

The school belongs to Te Hononga Kaahui Kura.

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?

School reported data for 2017 states that almost all students achieved at and above expectations in reading, and the large majority in mathematics and writing. Achievement in reading has improved overtime.

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

Many students’ progress is accelerated. Teaching staff know and are working with some students who require continued targeted support to accelerate their learning.

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 are very well supported to learn in collaborative, inclusive environments where differences are respected and celebrated. School values, principles and practices are highly evident. Families, whānau, trustees, leaders and staff work towards realising shared aspirations for all students as ‘the leaders for tomorrow’ and to be successful in a range of social, academic and sporting areas. Students from time to time lead the tikanga for iwi events. The school, whānau and the community have high expectations that all students will progress and achieve and embrace Te Reo o Whanganui.

The curriculum prepares students to take responsibility of te ao Māori within the context of the Whanganui Awa. A strong sense of place is enacted through the curriculum that aligns with the New Zealand Curriculum (NZC) and is taught through Te Reo o Whanganui and English.

Leaders, staff and trustees suitably address disparity in learner outcomes. Barriers to progress are minimised through deliberate, well-considered strategies. Initiatives and programmes are implemented that promote positive learning outcomes. Staff are partners with whānau to improve students’ learning.

The principal and staff continually access professional learning and engage in networking opportunities to grow their practice. These opportunities extend their professional understanding to effectively teach students. They also seek valued external knowledge from respected adults.

The alternative structure of the board of trustees provides a valued stewardship framework. Many trustees are long serving and share governance responsibilities. A strategic, deliberate approach to accessing resources includes seeking relevant professional development and purchasing well considered equipment.

Ongoing improvement is championed and clearly evident through the ongoing conversations and work of staff, leaders, trustees and whānau.

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

Evaluating the effectiveness of programmes, initiatives and teaching practices to clearly determine those that most support students’ progress and achievement is a next step. This should further improve 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.

4 Going forward

Key strengths of the school

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

  • the community and schoolwide commitment that promotes ongoing improvement of student outcomes

  • shared aspirations and values of staff and whānau that supports children’s engagement and wellbeing

  • leaders and staff who have high expectations for students, know them well, and are responsive to individuals and their preferred ways of learning.

Next steps

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

  • building effective internal evaluation to better know the impact of initiatives in improving equity and excellence for all learners.

The school has requested, and ERO will provide, an internal evaluation workshop for trustees and senior leaders.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

17 July 2018

About the school


Whanganui River

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Male 12, Female 9

Ethnic composition

Māori 21

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Number of Māori medium classes


Total number of students in Māori medium (MME)


Total number of students in Māori language in English medium (MLE)


Number of students in Level 2 MME


Review team on site

June 2018

Date of this report

17 July 2018

Most recent ERO report(s)

Education Review, July 2015
Education Review, October 2013
Education Review, February 2011