Tikorangi School

Tikorangi School

Te Ara Huarau | School Profile Report


This Profile Report was written within 14 months of the Education Review Office and Tikorangi 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


Tikorangi School is situated north of New Plymouth on the outskirts of Waitara. The school caters for students in Years 1 to 6.

Tikorangi School’s strategic priorities for improving outcomes for learners are:

  • for students to lead their learning and develop learning to learn skills, demonstrating akoranga rangatiratanga

  • to provide curriculum contexts reflecting the local environment and promoting sustainability focused on kaitiakitanga o te Taiao

  • to actively demonstrate maanakitanga and promote a happy, safe environment for children and staff

  • to foster whanaungatanga creating meaningful relationships and connections with our families and community.

A copy of the school’s strategic and annual plan can be requested from Tikorangi School.

ERO and the school are working together to evaluate how well leaders build the collective capability of staff to strengthen literacy achievement, inform shared curriculum expectations, and encourage reciprocal learning partnerships.   

The rationale for selecting this evaluation is:

  • In 2021, school leaders and ERO worked together to design an evaluation focused on understanding the impact of changes in delivery of the writing curriculum on achieving equitable and excellent outcomes for all learners. At the end of 2021, reported information shows a positive trajectory in achievement. Leaders and teachers are continuing their focus on delivery of the literacy curriculum to further develop shared strategies and practice that achieves equitable and excellent outcomes for students.

The school expects to see:

  • equity and excellence for students, and accelerated progress for learners working toward curriculum expectations in literacy

  • effective teaching and learning of literacy

  • the school's localised curriculum reflects shared expectations for teaching, learning and culturally responsive practice in delivery of the literacy curriculum.      


The school can draw from the following strengths to support it in its goal to build literacy capability and achieve equity and excellence for all learners:

  • school conditions encourage the positive engagement of students in learning

  • collaborative and cohesive leadership and teacher practice promotes continuous improvement aligned to the school and community priorities

  • allocation of resources, including the provision of literacy professional learning and development (PLD) over the previous three years for staff, reflects the school’s identified priorities  

  • an appropriate range of assessment tools are used to identify learners requiring their progress accelerated, and track, monitor and report their progress.

Where to next?

Moving forward, the school will prioritise:

  • continued participation of teachers in PLD and ongoing provision of coaching and mentoring to build capability in delivery of effective literacy and culturally responsive practice

  • continuing to document changes to the Tikorangi School curriculum that establishes agreed expectations for delivery of their localised curriculum  

  • gathering of information from students, parents and whānau to inform evaluation insights into the impact of curriculum delivery and school practices on achieving the school’s strategic goals.

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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

3 March 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

Tikorangi School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of November 2022, the Tikorangi School, 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 Tikorangi 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

3 March 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

Tikorangi School - 16/02/2017

1 Context

Tikorangi School is situated north of New Plymouth on the outskirts of Waitara. At the time of this ERO review, 187 students from Years 1 to 6 attended the school. Approximately 26% of students identify as Māori and 2% as Pacific. Senior leadership and staffing are stable. The school has a play centre on site, operating two days per week.

Since the June 2014 ERO report, the school has continued to experience significant roll growth. In 2016, the school implemented an enrolment scheme. In 2017, the school is undertaking major building refurbishment.

2 Equity and excellence

The vision and valued outcomes defined by the school are for all children to learn in a modern learning environment, showing respect, resilience and who take responsibility for themselves, their learning, and the environment. The school aims to grow student’s appreciation of their local community and sustainability through involvement in the enviro school programme. In 2015, the board reviewed and reaffirmed their vision with the community.

The school’s achievement information shows that in 2015, many students achieved in relation to the National Standard in reading, writing and mathematics. Māori students achieve similar results to their non-Māori peers in reading. Achievement in writing is slightly lower and more defined in mathematics. Girls achieve slightly better results than boys in all three curriculum areas. School leaders have recently introduced a process to improve the monitoring of individual achievement and wellbeing information overtime.

Teachers gather an appropriate range of assessment information to support the dependability of judgements in relation to the National Standards. Data is shared between teachers to promote consistency. Participating in external moderation with other schools and developing guidelines documenting these shared expectations should further strengthen the dependability of National Standard judgements.

Since the last ERO evaluation the school has introduced a range of well-considered literacy and mathematics developments. Professional learning and development (PLD) for teachers has been aligned to these priorities and is a significant part of their teaching as inquiry process. 

3 Accelerating achievement

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

School leaders show a clear intent to strengthen systems and practices to more fully track, target and monitor Māori learners whose achievement needs accelerating. Currently, these students are included in annual achievement targets, many participate in additional learning programmes, and in some instances form part of teacher’s inquiry into their practice. Strengthening schoolwide achievement targets for Māori learners whose achievement needs accelerating is a purposeful next step. Making these learners explicit in classroom targets, linked to the teaching as inquiry process and observational feedback in relation to teacher practice should support improved tracking and targeting. Gathering and analysing student progress data regularly should also assist leaders to evaluate the impact of teaching on accelerating learning and usefully support trustee’s knowledge of their achievement priorities.

Parents and whānau receive appropriate opportunities to know about the achievement of their child. Written reports provide a useful range of information, including National Standard achievement overtime. Leaders have shared developments in the delivery of the mathematics curriculum with parents. They have participated in PLD to strengthen their knowledge of effective educational based relationships with Māori and Pacific families. Strategies have been usefully shared with staff and is promoting their thinking in relation to purposeful learning relationships. Continuing to consider and promote the active engagement of parents and whānau in meaningful partnership should support the school to raise Māori achievement.

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

The school is purposeful in responding to other learners whose achievement needs accelerating. Teachers gather an appropriate range of data to establish the learning needs of students. Learners receiving additional support in literacy and mathematics achieve good progress with many showing accelerated achievement. Teachers are highly reflective, working collaboratively to share strategies to facilitate student learning and engagement. External support is suitably accessed when teachers require specialist knowledge in relation to individual learners.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

Current and planned curriculum review is well considered. Leaders are collaboratively developing their depth of thinking and shared knowledge to underpin this review. To date, review of the school vision has been completed and initial consideration has begun informing changes to the mathematics programme. Ongoing development of the school curriculum should usefully provide a foundation document reflective of their localised priorities and provide a framework to inform evaluation practice.

Organisational processes and practices are well placed to strengthen the enactment of the school’s vision, values, goals and targets for equity and excellence. 

The school culture is welcoming and inclusive. Shared values between staff, students and families promotes a positive climate and tone.

Students participate in a wide range of authentic experiences acknowledging the significance of place-based learning and promoting the culture, language and identity of Māori students and their whānau. Community and staff strenths are used in building teacher capability.

Leaders show a clear understanding of the strengths of teacher practice. Developments to appraisal and inquiry processes have improved the focus on student learning and achievement. Teachers respond well in meeting the diverse needs of students. They use well-considered strategies to engage individuals in the classroom. Strengthening student involvement in the learning process and promoting student initiative and self-regulation (agency) is an ongoing development for teachers.

Senior leadership is cohesive and reflective. Development of their professional capability is well considered to promote the identfied priorities in the school. As a team, they consider change carefully. They are well placed to collaboratively lead ongoing development of the school curriculum to achieve equity and excellence for students.

Trustees purposefully govern the school. Roles and responsibilities are clear and succession of new trustees is well considered. They receive a useful range of assessment information during the year showing student achievement. Strengthening the commentary contained in these reports should ensure the board is better able to consider the impact of their resourcing in achieving their targeted priorities.

5 Going forward

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

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond to the strengths, needs and interests of each child
  • regularly evaluate how teaching is working for these children
  • need to systematically act on what they know works for each child
  • need to have a plan in place to build teacher capability to accelerate the achievement of all children who need it.

Leaders and teachers are collaborative and reflective in relation to their curriculum practices. ERO identifies and the school leader agrees that as part of their ongoing curriculum development it is timely to develop a greater knowledge and application of effective internal evaluation as these developments occur. Determining the purpose, structure and timing of evaluative inquiry should enable the staff to strengthen their knowledge of the curriculum practices and actions that promote equity and excellence for students.

Action: The board, principal and teachers should use the findings of this evaluation, the Effective School Evaluation resource, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to develop more targeted planning to accelerate student achievement. Planning should show how processes and practices will respond effectively to the strengths and needs of children whose learning and achievement need to be accelerated.

As part of this review ERO will continue to monitor the school’s planning and the progress the school makes. ERO is likely to carry out the next full review in three years.

6 Board assurance on legal requirements

Before the review the board of trustees 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

7 Recommendations

ERO and school leaders agree next steps include:

  • strengthening schoolwide achievement targets for Māori learners and extend monitoring and reporting processes
  • revising curriculum documentation to reflect current thinking and expectations
  • continuing to develop partnerships with parents and whānau of students at risk of not achieving equitable outcomes
  • further strengthening evaluative and inquiry capability. 

Joyce Gebbie

Deputy Chief Review Officer Central

16 February 2017

About the school 



Ministry of Education profile number


School type

Contributing (Year 1 to 6)

School roll


Gender composition

Male 51%, Female 49%

Ethnic composition




Other ethnic groups





Review team on site

November 2016

Date of this report

16 February 2017

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

June 2014

February 2011

July 2009