Temuka Primary School - 14/05/2015


Trustees, leaders and teachers work collaboratively to ensure positive outcomes for students. Students are actively involved in their learning. Teachers place strong emphasis on supporting students to become independent learners. Students who need extra help with their learning are well supported. Students achieve well in relation to the National Standards.

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?

The school’s vision for student learning centres around four clearly defined values. Students can talk about these values of acceptance, caring, excellence and respect and how these underpin their welfare and learning. Students told ERO that this means that all students are welcomed and included and that differences are well accepted.

The school makes effective use of the local urban and rural places and local expertise to enhance students’ learning opportunities. Students work alongside adults on projects to improve the school environment.

Students benefit from the spacious and attractive grounds that allow students to play many sports. Specific structures allow and encourage exploration and imaginative play. The school is well resourced for ICT, has an attractive library and a recently completed multi-purpose room. Following extensive consultation and research, the redevelopment of a teaching block into a modern learning environment is about to get under way.

The experienced leadership and stable teaching staff results in consistency and collaboration. Teaching teams work effectively and create a strong sense of coherence across the school. Teachers are well supported to embrace change and provide exciting learning programmes for students.

The school has responded positively to the areas identified for development in the 2011 ERO report. Recent developments include ongoing review of the curriculum, strategies to promote success for Māori students, moderation and better use of achievement data, and opportunities for student and teacher leadership.

2 Learning

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

The school uses achievement information effectively to enhance students’ learning.

Students are actively involved in their learning. They participate in setting learning goals and are able to describe their own progress against these goals. Students are able to describe aspects of their learning, reflect on what works best for them and understand the pathway to their success. Teachers make sure that students understand what they need to do in order to be successful.

Teachers use achievement information to target learning for students. Students at risk of not achieving in reading, writing and mathematics are identified by the team leaders through collated achievement data. This early identification helps ensure that those students most in need of support are quickly identified and receive individualised learning support. Home assistance is valued by teachers in helping these students progress and parents appreciate the support of teachers in helping their children. Students on individual learning plans are closely monitored and programmes are adapted where appropriate.

Teachers use an emphasis on learning as the foundation for classroom management. Off-task students are reminded that this behaviour doesn’t link to the school values and is disturbing the learning of others. They also use assessment information to consider how their teaching impacts on students’ progress and achievement

Trustees are well informed about the overall level of student achievement through regular reports to the board. These reports include reviews of wider aspects of teaching and learning, such as the provision of ICT and how well the school’s values are being incorporated in the school culture.

Trustees receive useful information to inform their decision making about supporting students’ learning and teachers’ professional development.

Next steps

Teachers are reviewing and developing the ways in which they make judgements about student achievement and progress. Senior leaders acknowledge that the next step is for teachers to use the breadth of the curriculum to strengthen their judgements about student achievement in relation to the National Standards.

3 Curriculum

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

The school’s curriculum effectively promotes and supports students’ learning. Students experience a well-designed curriculum that places a strong emphasis on developing them into independent learners.

The vision and values are visible throughout the school. Students can talk confidently about the values and how students and teachers demonstrate them.

Students benefit from a broad and rich curriculum. Teachers make very good use of the local environment and expertise to enhance students’ learning. Teachers gather students’ views and preferences for how and what they want to learn. Senior students told ERO that they enjoy the range of leadership opportunities they have, such as leading their own learning and being recognised as capable teachers of others.

There is a shared understanding and approach to planning teaching and learning. Teachers plan collaboratively. This approach allows the strengths and interests of teachers to be well used and helps maintain a school-wide focus on the school’s values and key competencies.

Next step

Leaders and teachers are reviewing and developing the school’s curriculum guidelines. ERO agrees with senior leaders that this review will help ensure that current good practices that are not in the guidelines are included and sustained.

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

The school is effectively supporting Māori students in being successful learners. Students are actively engaged in their learning. Māori students are achieving well in reading, writing and mathematics in relation to the National Standards. Achievement information for 2014 shows that most Māori students are achieving slightly better than non-Māori students in the school.

There is a strong commitment to valuing Māori language and culture. Students value the many opportunities to learn about tikanga and speak te reo Māori. The deputy principal and the teacher of Māori have worked hard to continue to build teachers’ confidence in including Māori perspectives into their teaching. Teachers collegially seek and give each other support to implement strategies that support Māori students in their learning.

The school has built on ways that successfully engage Māori whānau.

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. The board, leaders and teachers recognise the importance of self review to improve outcomes for students. The governance and management framework are robust and well used to help ensure that students are successful and teachers are well resourced.

School leadership is effective in supporting student learning and success. School leaders are conscientious and diligent in their roles and staff feel well supported. There is a greater sharing of leadership and expertise which is leading to a shared understanding and approach to teaching and learning.

Next steps

The performance management system provides useful guidance and support for staff. Aspects of appraisal need to be strengthened. These should include:

  • greater alignment to the Registered Teacher Criteria and Professional Standards for teachers and principals
  • ensuring consistency of the process across the school
  • gathering more robust evidence to support judgements about principal and teacher performance.

During the onsite stage of the review the principal looked at ways to incorporate the Professional Standards and Registered Teacher Criteria into teacher and principal appraisal.

The board has identified, and ERO agrees, that the strategic plan needs to be refined.

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.


Trustees, leaders and teachers work collaboratively to ensure positive outcomes for students. Students are actively involved in their learning. Teachers place strong emphasis on supporting students to become independent learners. Students who need extra help with their learning are well supported. Students achieve well in relation to the National Standards.

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

Graham Randell

Deputy Chief Review Officer Southern

14 May 2015

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls: 56%

Boys: 44%

Ethnic composition







Review team on site

March 2015

Date of this report

14 May 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2011

September 2009

June 2006