Tangiteroria School

Tangiteroria School

Te Ara Huarau | School Profile Report


This Profile Report was written within 9 months of the Education Review Office and Tangiteroria School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz


Tangiteroria School is between Dargaville and Whangārei . The school provides education for students in Years 1 to 8.

Tangiteroria School’s strategic priorities for improving outcomes for learners are to:

  • engage students in their learning through an authentic and sustainable local curriculum

  • build collaborative relationships that connect and reflect the community

  • promote a ‘culture of care’ that reflects the school values, learner identity and wellbeing.

You can find a copy of the school’s strategic and annual plan on Tangiteroria School’s website.

ERO and the school are working together to evaluate how well the conditions support the acceleration and progress of priority learners in literacy.

The rationale for selecting this evaluation is to:

  • identify and monitor the progress of priority learners in literacy

  • develop a shared understanding of acceleration and what the expected outcomes are for the school’s priority learners

  • ensure priority learners receive relevant learning experiences that meet their specific learning needs

  • encourage meaningful parent and whānau participation in their child’s learning.

The school expects to see priority learners making accelerated and sustained progress in literacy. Students will be supported in their learning with teachers using effective literacy approaches consistently to cater for individual learning needs. The school and whānau will engage in reciprocal learning-centred relationships that enable priority learners to experience personal success and achieve positive outcomes.


The school can draw from the following strengths to support its goal to improve the progress and achievement of priority learners in literacy:

  • learners experience a rich, broad and responsive localised curriculum that responds to their cultures and identities

  • school leadership collaboratively promotes the school vision and values, and prioritises and plans for equitable and excellent outcomes for all learners

  • students consistently demonstrate a strong sense of belonging and connection to the school.

Where to next?

Moving forward, the school will prioritise:

  • building on effective teaching practice to support priority learners to make accelerated and sustained progress in literacy

  • implementing professional learning for staff in literacy to extend and enhance teaching and learning programmes

  • continuing to review and revise strategies to ensure interventions meet the specific needs of priority learners.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

23 September 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Tangiteroria School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of May 2022, the Tangiteroria School Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Further Information

For further information please contact Tangiteroria School Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

23 September 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Tangiteroria School - 02/06/2017


Tangiteroria School is a small rural school between Dargaville and Whangarei. Nearly 20 percent of of children enrolled are Māori.

The school is well resourced and continues to make very good use of its unique local environment to enhance the curriculum and children’s learning. The principal, trustees, staff and whānau continue to contribute to an increasingly learner-focused school culture.

Since the 2014 ERO evaluation the staff and trustees have strengthened their bicultural practices and developed meaningful partnerships with the local marae. These have been well considered strategies to further support Māori student success. Importantly, the school’s increasing recognition of te reo Māori me ōna tikanga creates an environment that supports Māori children to succeed as Māori.

The school is part of Ngā Kura te ako o Whangarei (Group 4) Community of Learning|Kāhui Ako (CoL) with local schools to improve education opportunities for students in the area.

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

Tangiteroria School responds well to Māori and other children whose learning needs acceleration. The school has consulted with its community to review the school’s future planning and refresh the school’s vision and values.

Children’s learning and wellbeing are supported through the meaningful involvement of families and whānau. Although the falling roll is a challenge for the school, the board makes resourcing decisions to ensure that no child misses out.

School achievement information over the past three years shows that overall children achieve well. Improvement plans have been developed to support the small number of children who are not achieving equitable outcomes.

Agreed next steps are to develop a more connected curriculum and establish expectations of teachers, to build greater coherence for the Tangiteroria student’s learning pathway.

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and other children remains.

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

Equity and excellence

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

Tangiteroria School is becoming more effective in responding to children whose learning and achievement need acceleration.

The school’s achievement information shows that over the last three years, the majority of children achieved the National Standards. It also shows that in 2016 close to 80 percent of all children were at or above the standard in reading and over 70 percent in writing and mathematics.

Teachers use achievement data to identify children who are at risk of not achieving. The school charter includes an annual target aimed appropriately at accelerating progress for children who are not achieving the National Standards in writing. It would be beneficial to extend targets to include children who need to make accelerated progress in mathematics and reading.

The data shows some disparity for Māori children in achievement across the standards. There is also some disparity for boys in reading and writing. In response to these differences, the school has developed an improvement plan to accelerate progress and reduce disparities. This plan is implemented in the teacher aide’s learning support programme.

It could be useful to strengthen this improvement plan by clearly emphasising:

  • the specific learning needs and strengths of children who need to make accelerated progress
  • the instructional strategies that teachers will use to meet the achievement challenges
  • the measurable indicators to be used to monitor progress towards meeting targets.

Internal moderation processes have improved. Teachers have moderated children’s writing scripts with other local schools. They are engaging in opportunities to build their professional capability and collective capacity to increase the dependability of overall judgements.

School conditions supporting equity and excellence

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

The school’s processes are increasingly effective in helping it to achieve equity and excellence for all learners. The principal’s and board’s commitment to, and promotion of, educationally powerful relationships with families and whānau contribute to this effectiveness.

The principal provides very good professional leadership and is strategic in ensuring all children have equitable opportunities to learn. She has a strong focus on developing confident, professional teachers as learners, within a collaborative learning community.

The principal keeps trustees well informed about curriculum activities and student progress and achievement. Trustees use this information to make appropriate resourcing decisions. For example, the board has provided additional teaching hours to support new entrant learners. Trustees are systematically reviewing a set of board policies that cover all aspects of board operations to align them with the school's context. It could be useful for trustees to access external expertise to support them in this work.

A notable development since ERO’s 2014 evaluation is the school’s increased emphasis on promoting bicultural practices and valuing tikanga Māori. Children actively participate in welcoming visitors and confidently lead karakia and waiata each morning. Increasingly, teachers are using te reo Māori and sharing their pepeha with children. Trustees have introduced bicultural protocols at board meetings.

The school and community partners work collaboratively to support authentic learning experiences for children within the school and in the wider community. Parents who spoke with ERO appreciate the proactive communication that they have with their children’s teachers and with the school generally. They value the extended meeting times with teachers to discuss how they can better support their children’s learning at home.

Sustainable development for equity and excellence

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

The principal recognises that it is now timely to develop a curriculum that is better aligned with the school’s new vision and values. She has an appropriate focus on increasing connections across the curriculum to create a coherent pathway for the Tangiteroria learner. It could be helpful to use the principles of The New Zealand Curriculum and access external expertise to support this development.

The board and principal have identified the need to further develop their collective capacity to use evaluation, inquiry and knowledge building to sustain improvement and innovation. Useful next steps for school development include:

  • developing more consistency in programme planning that is responsive to the learning needs, interests and aspirations of children

  • supporting teachers to inquire into their practice and evaluate its impact on outcomes for children

  • increasing children’s ability to reflect on their own thinking and learning processes.

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?

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • need to develop and implement approaches that effectively meet the needs of each child
  • need to improve the school conditions that support the acceleration of children’s learning and achievement.
  • need to build teacher capability to accelerate children’s learning and achievement.

The school agrees to:

  • develop more targeted planning to accelerate learning for children
  • monitor targeted planning, improved teaching, and children’s progress
  • discuss the school’s progress with ERO.

ERO will provide an internal evaluation workshop in response to a request by the school.

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

Steffan Brough

Deputy Chief Review Officer Northern (Acting)

2 June 2017

About the school 


Tangiteroria, Northland

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 22 Girls 17

Ethnic composition











Provision of Māori medium education


Review team on site

April 2017

Date of this report

2 June 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2014

April 2011

February 2008