Tiritea School - 24/07/2017


Tiritea School caters for students in Years 1 to 6. At the time of the review there were 156 children on the roll with 10% identifying as Māori.

Since the May 2014 ERO review, some new trustees have been elected and a whānau Māori representative has been co-opted onto the board. There have been few staff changes. Teachers have undertaken professional learning and development (PLD) in mathematics and inquiry learning. This year their focus on writing and student agency is linked to the school’s annual targets.

How well is the school achieving equitable outcomes for all children?

Most students are achieving at or above in relation to the National Standards in reading, writing and mathematics. Most Māori children are achieving well. There is some disparity between Māori students’ achievement and that of their peers. Robust moderation practices ensure greater dependability of National Standards information.

Trustees, senior leaders and staff are focused on achieving positive outcomes for all students. Wellconsidered schoolwide processes are in place to help teachers identify and plan for students who are at risk of underachievement. Teachers are collaborative and promote learning through meaningful experiences.

The principal builds positive relationships with students, parents and the community. Families’ input is sought and valued.

Developing a curriculum document to guide teaching and learning, and to build capacity of leadership in evaluation and appraisal, should assist the school to further promote equity and excellence.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Equity and excellence

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

The school continues to develop its effectiveness in responding to all children, including Māori, whose learning and achievement need acceleration.

Since the previous ERO review, schoolwide achievement information has shown that most students achieve at or above in relation to National Standards in reading, writing and mathematics. There is some disparity between the achievement of Māori students and their peers. The few Māori students who are at risk of not meeting the National Standards are identified and supported. Their progress is closely monitored. Teachers know their at-risk learners well and have deliberate initiatives in place to accelerate their progress. Evidence shows that the progress of some students was accelerated during 2016.

Assessment and moderation practices are used well and provide the board, school leadership and teachers with a dependable picture of achievement across the school. Students are regularly assessed using appropriate informal and standardised tools. Data from assessments is used to track achievement, inform teaching and report to families and the board. A next step is for leaders to further analyse data to identify trends and patterns that should provide a fuller picture of achievement schoolwide and over time.

The school’s valued outcomes of mātauranga, whanaungatanga, manaakitanga and kaitiakitanga are highly visible throughout the school, underpin teaching and learning and are well known by students, staff and the community.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has developed some effective processes to support the achievement of equity and excellence.

Well-considered programmes and focused feedback enable students to pursue their interests, make decisions about, and take more responsibility for, their learning. The board, staff and school community have diligently worked to support all students to grow their knowledge of te ao Māori. Culturally responsive, meaningful experiences characterise the inquiry learning approach which is implemented across the school. Classrooms are welcoming learning environments. Relationships are warm and respectful.

Teachers identify students’ learning needs from assessment information and deliberately plan interventions to accelerate the progress of those at risk of underachievement. They regularly reflect on their practice, are collaborative and support each other to moderate assessment. Their expertise is built through targeted PLD informed by student data and linked to the school’s annual goals. Teachers know their students well and develop learning centred partnerships with parents.

School leaders promote good practice, actively support teachers and have high expectations for success. The principal builds positive relationships with students, parents and the community. Families’ input is sought and valued. 

School trustees are achievement focused, collaborative and diligently undertake their stewardship role. They recently used the School Trustees Association’s Hautū – Maori Cultural Responsiveness Self Review Tool for Boards of Trustees to review, evaluate and provide guidance for the future direction of the school. Trustees regularly discuss schoolwide achievement information with the principal and leadership team. The board makes informed resourcing decisions to support and target student learning and achievement.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The board, school leaders and ERO agree on the following key areas to work on to achieve equity and excellence. These include:

  • developing an overarching curriculum document that draws together key drivers for teaching, learning and student achievement. This will include expressing the school’s shared expectations and understandings of good practice and how te ao Māori will be recognised and acknowledged
  • building the collective capacity of leadership to evaluate the effectiveness of programmes, initiatives, data trends and patterns, and school operations
  • developing clear, comprehensive procedures to guide appraisal practice that are consistent with the New Zealand Education Council expectations
  • continuing a relentless drive to progress the achievement of priority learners.

Provision for international students

The school is signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. No international students were enrolled at the time of the ERO review.

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

  • 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. 

To improve current practice the board of trustees should:

  • survey parents/ caregivers and students in relation to wellbeing, inclusion and emotional safety.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • develop an overarching curriculum document

  • build leadership’s collective capacity in evaluation and inquiry

  • develop appraisal practices that align with New Zealand Education Council expectations

  • continue the unrelenting focus on improving outcomes for priority learners.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

24 July 2017 

About the school 


Palmerston North

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls 51%, Boys 49%

Ethnic composition

Māori 10%
Pākehā 81%
Other ethnic groups 9%

Review team on site

June 2017

Date of this report

24 July 2017

Most recent ERO report(s)

Education Review May 2014
Education Review March 2011
Education Review May 2008