Tinui School - 14/05/2014

1 Context

What are the important features of this school that have an impact on student learning?

Tinui School is a remote rural school which caters for students from Years 1 to 8. The school has 53 students, including 17 Māori.

Since the March 2011 ERO review the school has had a change of principal and teachers. Most trustees have joined the board in the last two years. A new board chairperson was elected at the beginning of 2014.

The school has a positive reporting history with ERO.

2 Learning

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

Staff and trustees have a clear focus on students’ progress and achievement and use achievement information effectively to promote progress. Board members receive regular, analysed reports of student achievement information, including the progress of targeted students, to inform decision making.

Overall school-reported data shows that most students, including Māori, achieve at or above the reading, writing and mathematics National Standards expectations. Teachers identify those students who are not achieving at or above the National Standards and plan actions to accelerate their progress. Individual education plans are in place for some students identified as needing additional assistance

A range of appropriate assessment tools helps teachers make overall judgements about students' achievement in relation to National Standards. A next step is to moderate student data with other schools in the cluster to assist consistency of judgements.

Achievement information is collated and well analysed to identify trends and patterns to set appropriate targets. School targets focus on lifting the achievement of those students who are below National Standards. Targets are also in place to encourage students who are meeting the standards to progress further.

Parents receive reports outlining their child’s progress in relation to National Standards. They also have opportunities to gain insights into how well their child is learning and progressing through student-led conferences and regular celebrations of learning.

3 Curriculum

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

Teachers are reflective practitioners and plan responsively for their students, taking into account individuals’ strengths, interests and areas of need. Teachers work to actively engage all learners, and support them to progress and achieve.

Students are given a variety of opportunities to develop leadership skills. They are encouraged to contribute their ideas and express their viewpoints. Their wellbeing is nurtured through the focus on the school’s ‘RESPECT’ values and on relationships with one another.

The wider school curriculum provides students with many opportunities to participate and experience success through a variety of academic, sporting and leadership activities. A three year cycle of formal curriculum review is in place.

It is timely with a new teaching team and board to undertake a planned review of the school’s mission, vision and values in consultation with the community. It should consider how the curriculum reflects the principles and key competencies of The New Zealand Curriculum.

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

The school has evidence of ongoing consultation with Māori whānau. A newly developed action plan reflects commitment to improving provision for Māori students. Kapa haka has recently been restarted.

Plans are in place to build teachers’ knowledge through professional development in te reo me ngā tikanga Māori and to use Tātaiako: Cultural Competencies for Teachers of Māori Learners. This should help staff to reflect on how culturally responsive they are and identify where improvement is needed.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The new teaching team and board are working positively to sustain and improve performance.

Trustees are supported with useful information about their roles and responsibilities. Board training is planned for later in 2014. This should further clarify their roles and responsibilities.

Trustees regularly receive student information to inform their decision making. A recent initiative has been to upgrade the infrastructure for information and communication technologies to enable it to be a more effective tool for learning.

Systems are in place for formal policy review and review of curriculum subjects. Regular community surveys provide useful responses that inform strategic and curriculum decisions. Continuing to use evaluative self review should assist staff and trustees to measure the impact of initiatives against expected outcomes.

Guidelines for appraisal are appropriately implemented for 2014 and are likely to drive improvement.

The school is seen as the focal point of its rural community and members of the wider community support the school. There is evidence of positive relationships between the community and the school.

An established relationship with the adjacent playcentre supports transition to school.

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.

When is ERO likely to review the school again?

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

14 May 2014

index-html-m2a7690f7.gifAbout the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Female 31, Male 22

Ethnic composition


NZ European/Pākehā


Other European





Review team on site

March 2014

Date of this report

14 May 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

March 2011

June 2008

June 2005