Tikitiki School - 10/06/2016

1 Context

Tikitiki is a small rural school with a teaching principal. All students identify as Māori and are of Ngāti Porou descent. The roll is currently 18 students.

At the end of 2015, the principal went on sick leave and an acting principal was appointed in term one 2016. Her appointment followed two relieving principals. A new chairperson has also been recently appointed. Considerable external support from educational agencies has been provided to support the school in managing these concerns. This report follows a request from the board of trustees in December 2015 to bring the ERO review forward.

2 Equity and excellence

The vision and valued outcomes in this school community is for all children to be confident, competent local and global citizens. It is intended that children will be fair, work together to invent new things, be honest, positive and responsible, care for the environment, and value Ngāti Porou heritage and tikanga.

The school's achievement information shows that since the previous ERO review there have been high levels of achievement in relation to National Standards. However ongoing concerns by the board about inaccurate student achievement results led to an independent assessment of students. This testing showed a high level of variation in comparison to judgements made. As a result, ERO is very concerned about levels of student achievement and the validity and reliability of assessment information used to make overall teacher judgements (OTJs).

Since the 2013 ERO review the school has made minimal progress in improving learning outcomes for children who are at risk in their learning. The school has not developed a coherent and robust approach to accelerating the achievement for these children. This is an urgent matter to be addressed.

3 Accelerating achievement

How effectively does this school respond to children whose learning and achievement need acceleration?

The school does not clearly identify and plan for children at risk of not achieving. Māori children whose learning and achievement needs to be accelerated have not been responded to by the school. Due to the lack of quality assessment tools and robust moderation practices, the school is unable to clearly identify or respond to children at risk of not achieving equitable learning outcomes.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

The acting principal is committed to providing children with a curriculum that reflects the board's intended outcomes. In a short period of time, she has set a clear pathway for enacting the school's vision, values, goals and priorities. She has made a positive start in establishing clear routines, a positive culture for learning, and building relationships with whānau and the community.

ERO observed the children enjoying the many opportunities to learn about their culture and heritage and the local environment including sustainable practices and recycling. The children are friendly, confident and outgoing. They demonstrate a strong willingness to learn and have established positive and supportive relationships with each other and adults.

The immediate priority for the acting principal is to:

  • implement and gather robust assessment information to identify and plan for the specific learning needs and strengths of each child
  • ensure accurate gathering and reporting of reliable student achievement information to the board, parents and the Ministry of Education
  • initiate consultation with the community to determine their aims and aspirations for the curriculum, and to support their engagement as active partners in their children's learning.

Trustees, despite difficulties and challenges, have remained focused and committed to providing positive learning outcomes for children. They have undertaken training and sought valuable advice and guidance to strengthen their understanding of effective governance. The next step for trustees is to strengthen practices relating to:

  • personnel management, including performance management of the principal
  • improved financial management practices
  • the charter, including ongoing consultation with the community, and setting meaningful student achievement targets
  • general board practices such as maintaining board minutes, self review and defining and enacting governance roles and responsibilities.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

  • have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated
  • have not yet adequately established necessary conditions to effectively accelerate learning and achievement
  • are not well placed to achieve and sustain equitable and excellent outcomes for all children.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.

6 Board assurance on legal requirements

Before the review the board of trustees and principal of the school were asked to complete the ERO board assurance statement and Self Audit Checklists. In these documents they are required to attest 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

  • asset management.

At the time of this report, ERO has not received the attested copy of the board assurance statement and Self Audit Checklists.

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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendations

ERO recommends that the Ministry of Education provide significant support to the school in order to address the concerns identified in this report:

  • identifying and raising student achievement levels in reading, writing and mathematics
  • governance roles and responsibilities, including personnel and financial management.

Lynda Pura-Watson

Deputy Chief Review Officer

10 June 2016

About the school


Tikitiki, East Coast

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 10 Girls 8

Ethnic composition



Review team on site

February 2016

Date of this report

10 June 2016

Most recent ERO report(s)

Education Review

Education Review

August 2013

July 2010