Paterangi School

Paterangi School

Te Ara Huarau | School Profile Report


This Profile Report was written within six months of the Education Review Office and Paterangi 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.


Paterangi School is a full primary school located 10 minutes northwest of Te Awamutu and close to Pirongia. The school caters for tamariki in Years 1 to 8. 

Paterangi School’s strategic priorities for improving outcomes for ākonga are to:

  • strengthen cultural intelligence
  • strengthen social and emotional intelligence
  • develop a responsive and inclusive curriculum.

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

ERO and the school are working together to evaluate the effectiveness of strategies used to accelerate the progress of those ākonga who are not yet at expected curriculum level. 

The rationale for selecting this evaluation is to: 

  • ensure targeted teaching strategies and interventions are impacting positively on outcomes for ākonga who are not yet achieving at the expected curriculum level
  • grow further capacity in planning and teaching focused on accelerating progress
  • continue to build capacity in evaluation.

The school expects to see:

  • accelerated progress for all ākonga who are not yet at the expected curriculum level
  • lesson planning which responds to the learning needs of ākonga, including social and emotional wellbeing
  • the use of the most effective strategies and interventions informed by achievement data.


The school can draw from the following strengths to support its goal to evaluate the effectiveness of the strategies used to accelerate the progress of those learners who need it.

  • kaiako who are highly committed to each learner and focused on growing the whole child
  • a holistic curriculum that reflects community aspirations
  • an authentic commitment to ensuring all ākonga have a strong sense of identity as a strong foundation for learning and wellbeing. 

Where to next?

Moving forward, the school will prioritise:

  • further analysis of student achievement data to identify those ākonga whose learning requires acceleration
  • developing responsive and targeted learning interventions with regular review for effectiveness
  • refine and if needed, further develop and improve systems and processes to support these ākonga.

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. 

Shelley Booysen
Director of Schools

8 April 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Paterangi School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of December 2023, the Paterangi School Board has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Actions for Compliance 

ERO has identified the following area of non-compliance during the board assurance process: 

  • renewal of police vets for non-teaching staff every three years.
    [s 104, Education and Training Act 2020]

The board has since addressed the areas of non-compliance identified.

Further Information

For further information please contact Paterangi School, School Board.

The next School Board 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.

Shelley Booysen
Director of Schools

8 April 2024   

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Paterangi School - 14/06/2019

School Context

Paterangi school is a full primary school located between Pirongia and Te Awamutu. A new principal was appointed in 2018 and a new deputy principal in 2019. There have been a number of changes to the board with a new chairperson elected in 2019. The school’s roll has grown since the last ERO review. The current roll of 110 includes 18 students who identify as Māori. The school’s vision, Steadfast and Courageous in our Learning Journey, has recently been developed. This statement is supported by the new school values of respect, integrity, responsibility and perseverance.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:

  • reading, writing and mathematics.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is moving towards equitable and excellent for most of its students. The schools data from 2018 shows most students are achieving at or above expected levels in reading and mathematics and a large majority in writing. Māori students achieve at comparable levels to their peers in reading and writing and outperform NZ Eurpoean/Pākehā students in mathematics. Girls outperform boys in reading and writing, however boys outperform girls in mathematics. Historic student achievement data also shows that overall levels of achievement have remained relatively constant over time.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is able to show effective acceleration for Māori and other students who need this. Student achievement data from 2017 to 2018 shows that the majority of students at risk of not achieving made accelerated progress and all Māori students in reading.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Leadership collaboratively develops a shared vision and direction for the school. There is a well-considered and strategic approach to change. Leaders are focused on developing and building a positive school culture with clear and explicit values. Strengthened systems and processes are in place to build teacher capability and develop clear and consistent practices. Leaders have a deliberate and inclusive approach to decision making and building staff culture. They have consulted with the community and supported the importance of mana whenua and tikanga Māori.

Students participate and learn in caring and inclusive learning environments. There are positive interactions between students with strong tuakana/teina relationships evident. Students engage in a range of learning contexts in calm and settled environments. They are familiar with established routines which support transitions between activities. Children with additional needs are well supported and engaged in meaningful class-based learning.

The board works collaboratively to develop the school’s vision, values and strategic direction. The school values developed in consultation with parents and students are highly visible and celebrated. They are inclusive of the whole community and enacted in the school in daily routines. Students and teachers respect and demonstrate the school values in all aspects of school life creating a strong sense of belonging.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

For sustained improvement and future learner success, priorities for further development are in:

  • building teacher capacity to support increased student agency
  • developing a consistent approach to internal evaluation practices to evaluate the impact and effectiveness of the newly reviewed systems and processes
  • reviewing the curriculum to align with revised school values.

3 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
  • finance
  • 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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Paterangi School’sperformance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • leadership and governance that has established a clear strategic direction for the school
  • caring and inclusive learning environments that provide positive student outcomes.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • developing a consistent approach to internal evaluation practices
  • review the curriculum to align with the school values.

Phil Cowie

Director Review and Improvement Services

Central Region

14 June 2019

About the school

Locationnear Te Awamutu
Ministry of Education profile number1889
School typeFull Primary (Years 1 to 8)
School roll110
Gender compositionMale 58% Female 42%
Ethnic compositionMāori 17%
NZ European/Pākehā 74% 
Australian 2% 
British 2%
Other 5%
Students with Ongoing Resourcing Funding (ORS)Yes
Provision of Māori medium educationNo
Review team on siteMay 2019
Date of this report14 June 2019
Most recent ERO report(s)Education Review October 2015
Education Review November 2012
Education Review December 2009