Temuka Primary School

Temuka Primary School

Te Ara Huarau | School Profile Report


This Profile Report was written within 12 months of the Education Review Office and Temuka Primary 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


Temuka Primary is located in Temuka, in South Canterbury, and is a member of the Timaru North/South Kāhui Ako. The school caters for learners from Years 0 to 6.

Temuka Primary School’s strategic priorities for improving outcomes for learners are:

  • to provide a learning environment that develops well-rounded and balanced learners

  • to develop a deep and consistent understanding of quality teaching strategies that promote and support learning.

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

ERO and the school are working together to evaluate the effectiveness and consistency of literacy teaching across the school.

The rationale for selecting this evaluation is:

  • data identified scope for promoting greater success for students in reading and writing, including supporting accelerated progress

  • to implement consistent language and learning approaches across the school so that the transitions for learners are smooth and the language and practices are familiar and assist them to experience success.

The school expects to see deliberate strategies that grow teacher inquiry and reflective practice. Leaders with use impact coaching to support capability building and consistency. Teachers will have shared understandings of quality practices and have adaptive and responsive techniques. Culturally responsive practices will purposefully be woven through relationships for teaching and learning. Whānau and community will be engaged in the literacy learning, including through a digital platform. Students will be highly engaged, confident in their achievements and using literacy to successfully access the wider curriculum.


The school can draw from the following strengths to support the school in its goal to evaluate the effectiveness and consistency of literacy teaching across the school:

  • a student-centred culture of care, which embraces diversity, inclusion and wellness for all

  • well-analysed and scrutinised data is used for reflective, evidence-based decision making and monitoring of learning and wellbeing

  • deliberate professional development to grow literacy, leadership, and culturally responsive practices has been sought.

Where to next?

Moving forward, the school will prioritise:

  • reviewing the school’s vision and values with the school’s community

  • using the school’s co-constructed evaluation plan to investigate current literacy practices

  • building on planned whānau hui to engage, build relationships, share aspirations for learner wellbeing and success and create a pathway forward for partnership in growing the school’s bicultural commitment.

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

18 May 2023

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

Temuka Primary School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of March 2022, the Temuka Primary School Board 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 Temuka Primary 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

18 May 2023

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

Temuka Primary School - 14/05/2018

School Context

Temuka Primary School provides education for students in Years 1 to 6. The school has a roll of 230 students, with a small number for whom English is a second language.

The school’s vision and valued outcomes are for students to uphold its ACER values (Acceptance, Caring, Excellence, Respect), to be literate and numerate, and to become independent, confident learners. To support these outcomes, the school’s current strategic goals are to:

  • involve parents in their child’s learning to achieve success
  • successfully transition the school into collaborative learning environments
  • enhance students’ learning through a creative, relevant, lively curriculum with strengths in language, identity and culture.

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

  • achievement in reading, writing and mathematics against the school’s expectations
  • trends and patterns of achievement for year levels of students over time
  • proportions of targeted students who have made accelerated progress in reading, writing or mathematics.

The school has stable staffing and an established principal. The classes are divided into three teams. The juniors (Years 0 to 2) learn in mixed-age groupings, the middle-school (Years 3 and 4) students learn in a collaborative learning environment, and the seniors (Years 5 and 6) are mixed-year levels. A notable proportion of students enrol and/or leave throughout the year, often associated with local employment opportunities.

A Ministry of Education advisor is working with the school to support its strategic aim of improving home-school partnerships in support of children’s learning.

The school is part of the North Timaru Kāhui Ako|Community of Learning.

Evaluation Findings

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 achieving equitable and excellent outcomes for its students increasingly well.   

It can show that over the last three years (2015-2017) approximately two thirds of all of its students achieved at or above its expectations in reading and mathematics. Most students over this time achieved at these levels in writing.

Māori students’ achievement (2015-2017) indicates they achieve as well or better than their peers at the school in reading and writing, but not as well in mathematics. This disparity is decreasing. At the time of this review in 2018, just over half of the school’s Māori students were achieving at or above the school’s expectations in reading and two thirds at these levels in writing and mathematics.

There is significant and increasing (2015-2017) disparity for boys in writing. Leaders and teachers have identified this and made it a priority in student target setting and staff development.

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

The school is accelerating the learning for those Māori and other students who need this.

Recent analysis of student progress in 2017 shows that most Māori students are making sufficient or accelerated progress in reading, writing and mathematics.

The school specifically targets those students whose learning needs to be accelerated. Data over the last three years shows it is increasingly effective in accelerating the progress of these students in reading. In 2017 it accelerated the majority of these learners in this area. Accelerated progress for targeted learners in mathematics in 2015 and 2016 was not as effective, with less than half of these learners accelerating their progress.

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?

School processes and practices that are effectively enabling achievement of equity and excellence in acceleration of learning are:

  • a strong focus on building and sustaining secure relationships for students
  • the provision of a responsive curriculum
  • individual learning planning for students who need their progress accelerated
  • the close monitoring and reporting of students’ achievement and progress.

Leaders and teachers recognise that students learn best when they have caring, positive and inclusive relationships with their teachers and each other. The school is structured in such a way as to enable young children to stay with their teacher for two years. Teachers know their students well and are able to identify and provide for their specific learning needs.

Significant development of the curriculum has occurred since the 2015 ERO review. It provides students with a variety of rich, authentic learning experiences. This has raised levels of student engagement in their learning. The aims of growing students who uphold the ACER values and become confident, independent learners are well integrated throughout the curriculum. These aims have contributed positively to the development of student pride and engagement in their school.

Students who need extra support to succeed are identified and well provided for so that their learning is tailored to their specific needs. Their progress is very closely monitored. Teachers’ inquiries into what best supports these learners’ progress, as part of a strengthened appraisal system, are improving equitable outcomes. The board ensures this support is well resourced, with additional staff and a range of specific programmes designed to accelerate students’ learning.

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

Internal evaluation processes and practices could be further developed and strengthened. This should include a much greater evaluative component to all reporting, including that to the board. This reporting should make more explicit the intended and actual outcomes for students. Deeper analysis of student achievement and progress, and achievement with respect to the school’s valued outcomes for learners should also be an integral part of this. More evaluative reporting focused on outcomes for specific groups of learners should better inform the board for its decision making.

It would be timely for leaders to ensure that there is a shared understanding amongst teachers and themselves about what constitutes sufficient progress across learning areas and with respect to the school’s valued outcomes for learners. Once this is in place, teachers and leaders will be better placed to evaluate the sufficiency of progress learners are making and have clearer information about what is working and what is not. This should enable teachers and leaders to more deeply inquire into trends and patterns in achievement information over time.

There is scope for greater clarity in reporting student achievement and progress information to the board. Leaders and teachers could refine this reporting so that the board receives clearer overviews of achievement and progress information at a whole school and identified group level.

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 Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

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

  • positive, caring, inclusive relationships within the school that enable all children to feel welcomed and supported
  • school’s responsive curriculum that empowers learners and builds their sense of responsibility
  • specific, well-planned support students receive that is tailored to meet their learning needs.

Next steps

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

  • strengthening internal evaluation, inquiry and knowledge building that creates greater understanding and sharing of what makes a bigger difference for all learners
  • deepening analysis of students’ achievement and progress overall and for specific groups to provide the teachers, leaders and trustees with relevant information for decision making
  • clarifying teachers’ expectations for what constitutes sufficient progress for students across all learning areas, and evaluating and reporting against these.

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson
Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

14 May 2018

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls 50%
Boys 50%

Ethnic composition

Māori 21%
Pākehā 71%
Pacific 3%
Other 5%

Provision of Māori medium education


Review team on site

March 2018

Date of this report

14 May 2018

Most recent ERO report(s)

Education Review May 2015
Education Review December 2011
Education Review September 2009