Titirangi School - 07/08/2017


Titirangi School caters for children from Years 1 to 6. The roll of 479 students comprises 78 percent Pākehā, five percent Māori, two percent Pacific and a variety of other ethnicities.

Strongly embedded values provide a touchstone for children, teachers and parents. These values and positive relationships are a feature of the inclusive, welcoming school culture.

School achievement levels are considerably higher than national levels in reading, writing and mathematics. Children’s achievement over time in relation to the National Standards has been high for all groups. Māori children achieve at the same levels as the rest of the school population. School data show that high and equitable achievement has been achieved and maintained over time.

Since the 2013 ERO review the school has continued to identify areas for development and improvement. Significant school-wide professional learning and development has had a positive impact on teachers’ knowledge and practice in writing, and on outcomes for children. A culture of ongoing improvement is evident.

The school is a member of the Kōtuitui Community of Learning | Kāhui Ako (CoL).

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

The school responds very well to Māori and other children whose progress needs acceleration. It has a range of processes that are highly effective in enabling the achievement of equity and excellence. This success is largely attributable to sound governance, highly effective school leadership, robust internal evaluation, a responsive curriculum and effective teaching practices.

Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

ERO is likely to carry out the next review in four-to-five years.

Equity and excellence

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

The school responds very well to Māori and other children whose progress needs acceleration. The board has a strategic goal to have no ethnic or gender disparity in children’s achievement. Māori children achieve at the same levels as Pākehā children in reading, writing and mathematics. Senior leaders are alert to emerging disparities for small groups of children.

Teachers identify children who would benefit from acceleration in their learning. They closely monitor children’s progress and respond to their individual needs. Teachers and parents work in partnership to support children’s learning. As a result, the school has good evidence of children’s progress being accelerated effectively through appropriate interventions.

Teachers and leaders know children very well and appreciate the prior knowledge and attitudes that they bring to their learning. Teams of teachers use data to identify learning areas that they need to focus on. Regular professional conversations between teachers contribute to team inquiries that focus on enabling children to experience equity and excellence.

Children with additional learning needs are well supported to achieve their goals. Collaborative partnerships with parents build on the school’s ethic of care and expertise. External agencies provide appropriate advice and guidance to help teachers work in the best interests of the child. Children benefit from the inclusive culture of the school.

The school wants learners to be well rounded, respectful, connected thinkers and achievers. These valued outcomes are well supported in practice and shared by the whole school community. Children, teachers, leaders and parents regularly use these values as reference points. Effective systems are in place for children and teachers to evaluate their progress towards achieving these outcomes.

Senior leaders are actively engaged with the school’s assessment processes and practices. Together with syndicate leaders and teachers they monitor and track the progress of individual children to ensure robust judgements are made for all children’s achievement.

Teachers’ participation in moderation across the school and with some other schools, also strengthens the assessment process. Leaders expect that the school’s involvement in the Kōtuitui CoL will also add to the consistency of teachers’ assessment judgements.

School conditions supporting equity and excellence

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

The school has a wide range of processes that are effective in enabling the achievement of equity and excellence.

The board provides very good governance. Trustees are united and committed to the school’s vision for education. This vision is strongly focused on children and their wellbeing. Trustees bring expertise and knowledge to their governance roles and ensure they are well informed about school operations. They support the principal and senior leaders to maintain and extend the school’s performance.

School leadership is highly effective. The principal and senior leaders have a clear vision for teaching and learning that promotes equity and excellence across the school. They have ensured there is an ongoing commitment to improvement. Senior leaders promote leadership for others. They expect and encourage teachers and children to take these opportunities.

The school has robust internal evaluation systems and practices. Internal evaluation occurs at all levels of school operations. A culture of review and reflection contributes, and is integral to decision making. The ideas and opinions of parents, teachers, children and the wider community are valued.

Teachers have a professional approach to teaching. They hold high expectations of themselves and children in their classes. Teams of teachers are improvement focused and work closely together to meet the needs of children by inquiring into the effectiveness of their practice. Teachers are responsive to the clear direction that is held for the school, and to the opportunity to bring their personal style to its implementation. Strong positive relationships are evident between children and teachers.

Senior leaders and teachers have designed a rich and balanced curriculum that provides children with many opportunities to build on, and extend their interests and abilities. The school’s community has defined success for children in broad and holistic terms. The school’s curriculum is well aligned to promote the outcomes that are valued for children.

Sustainable development for equity and excellence

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

The school has very good processes in place to sustain practices that promote equity and excellence for all children. The school’s key next steps in extending its good practices are to:

  • further refine achievement targets to focus on particular children whose learning could be extended and those who could achieve better
  • continue to grow bicultural practice by drawing on the strengths and expertise within and beyond the school
  • continue to develop future-focused teaching practices that promote student agency, collaboration and the use of digital technologies.

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. 

Going forward

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

Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

ERO is likely to carry out the next review in four-to-five years.

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

7 August 2017

About the school


Titirangi, Auckland

Ministry of Education profile number


School type

Contributing (Year 1 to 6)

School roll


Gender composition

Boys 54%, Girls 46%

Ethnic composition

Pākehā 78%

Māori 5%

British 4%

Chinese 3%

Australian 2%

Indian 2%

Japanese 2%

other Pacific 2%

other 2%

Provision of Māori medium education


Review team on site

June 2017

Date of this report

7 August 2017

Most recent ERO report(s)

Education Review February 2013

Education Review January 2010

Education Review March 2007