Tamatea Intermediate

Education institution number:
School type:
School gender:
Not Applicable
Total roll:

15 Freyberg Avenue, Tamatea, Napier

View on map

Tamatea Intermediate - 30/01/2019

School Context

Tamatea Intermediate in Napier caters for students in Years 7 and 8. Of the 356 learners enrolled, 47% identify as Māori and 4% are of Pacific heritage. The school vision statement of ‘Learning for the Future in a Supportive Environment’ is underpinned by the core virtues of ‘Manaakitanga, Perseverance, Integrity and Responsibility’.

The school’s strategic aims prioritise a range of areas including: collaborative learning communities; restorative practice; raising student achievement in writing; developing Hangarau Matihiko (Digital Technology); and developing a localised curriculum. The annual student achievement targets for 2018, aim to accelerate the progress of all students in reading, writing and mathematics.

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

  • achievement in reading, writing and mathematics

  • wellbeing for learning.

Since the May 2014 ERO review, there have been some staff changes including the appointment of a new principal and assistant principal. The board is made up of new and experienced trustees.

Current professional learning and development (PLD) focuses on restorative practice, writing, digital technologies and culturally responsive practice.

The school is a member of the Ahuriri Kāhui Ako.

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 working towards achieving equity and excellence for all its students.

Achievement data from the end of 2017 show that most students, including Pacific, and the high majority of Māori, achieve at expectations in reading. The majority of all students, including Māori and Pacific, achieve at curriculum expectations in writing and mathematics.

Since 2015, there has been significant disparity for boys in reading and writing compared to girls. Mid-year data for 2018 shows that this continues to be an ongoing priority for the school to address.

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

Those students who are at risk of not achieving expected levels are identified, strategies put in place, and their progress regularly monitored by teachers and leaders.

Achievement data for 2017 and the first half of 2018, show that there has been success in accelerating progress for some students. One third of students made accelerated progress in reading and mathematics during 2017. In 2018, the schoolwide focus on accelerating student progress is reflected in the annual achievement target. Mid-year data shows significant acceleration for students in reading, writing and mathematics.

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?

There is clear alignment between school goals and key processes to promote positive student outcomes. The principal, senior leaders and trustees have worked collaboratively to establish a clearly documented school vision and strategic plan. Trustees report that they are well informed.

The principal and senior leaders have established high expectations that support and promote high quality teaching. They use evaluation, inquiry and knowledge-building to focus on strategies that support engagement, wellbeing and improved outcomes for students.

The school’s strategic focus on students having effective, sufficient and equitable opportunities to learn has led to a strong emphasis on teachers’ culturally responsive practice. There is a clear reflection of the local area within school virtues. Māori success as Māori is identified as a key direction for 2019, building on existing foundations to further promote students’ culture, language and identity. Many teachers are involved in additional study to further their confidence and capability in te reo me ngā tikanga Māori.

Well considered PLD opportunities and the recently revised appraisal process are used to grow teacher capability, with an emphasis on improving outcomes for all students. The principal is effectively leading the schoolwide PLD in the use of inquiry to improve outcomes in writing. Teams use an appropriate evaluation framework for their individual and collaborative inquiries.

A comprehensive, well considered curriculum framework informs and supports teaching and learning, and is relevant for all students. It includes useful guidance for teachers and reflects current practice. It is strongly aligned to The New Zealand Curriculum and the school’s virtues and strategic direction. Student success is celebrated through a wide range of academic, sporting, cultural and service opportunities.

Students with additional needs are appropriately identified. They are well supported to engage with the curriculum.

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

The school has identified that informing the community about student achievement and strengthening learning partnerships with parents, whānau and the community are next steps. ERO’s evaluation confirms this.

Continuing to develop shared understanding of internal evaluation to inform decision making is an acknowledged area for further development. This should be useful in knowing what is working well, why and who for, and where improvement needs to occur to raise achievement overall, particularly for boys in writing.

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.

Areas for improved compliance practice

To improve current practice, the board of trustees should ensure: that emergency evacuation drills, including fire and earthquake, are conducted at least every six months; and the accident register is regularly analysed.

4 Going forward

Key strengths of the school

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

  • well aligned systems that work together to focus on and promote positive student outcomes

  • pastoral care practices that respond to and support student wellbeing

  • culturally responsive practices that foster student engagement and achievement.

Next steps

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

  • strengthening learning partnerships with parents, whānau and the community to promote greater levels of involvement and decision making to improve learner outcomes

  • internal evaluation that better identifies what is working well for students’ learning and where improvements are needed to raise achievement.

ERO’s next external evaluation process and timing

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

Phil Cowie

Director Review and Improvement Services

Central Region

30 January 2019

About the school



Ministry of Education profile number


School type

Intermediate (Years 7 to 8)

School roll


Gender composition

Male 53%, Female 47%

Ethnic composition

Māori 47%
Pākehā 43%
Pacific 4%
Other ethnic groups 6%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

November 2018

Date of this report

30 January 2019

Most recent ERO report(s)

Education Review May 2014
Education Review April 2011
Supplementary Review March 2008

Tamatea Intermediate - 21/05/2014

1 Context

What are the important features of this school that have an impact on student learning?

Tamatea Intermediate provides education for 400 Napier students in Years 7 and 8. Thirty-nine percent identify as Māori.

An enrolment scheme is in place that means that only students living in specified areas are guaranteed a place on the roll. Students come from over 24 contributing schools.

The school has low staff turnover, with an even balance of male and female teachers. Senior leaders have been in their management positions for a sustained period. They have effectively addressed the areas identified for review and development in the April 2011 ERO report, and good progress has been made schoolwide.

The strategic priorities for the school are continued improvement in achievement, engagement and relationships. Staff and students use Positive Behaviour for Learning (PB4L) strategies, and the school’s Virtues programme guides attitudes and behaviour.

A new board of trustees was elected in July 2013.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information well to increase learners’ engagement, progress and achievement.

Teachers use a variety of reliable assessment tools to gather a range of information about students’ learning. They analyse the data in depth, and use it to monitor patterns and trends and to identify individuals and groups who need additional learning support or extension. Leaders and teachers acknowledge the need to continue to develop and strengthen assessment practices to ensure that judgements about student learning are robust and valid.

Baseline data is collated at the beginning of each year. For students entering at Year 7, achievement information is gathered from contributing schools, along with pertinent details about individual strengths and needs. The progress of all learners is tracked throughout the year and systematically reviewed mid-year and end of year. Parents are well informed about students’ achievement.

The overall strategic priority for student learning is to increase the percentages of students achieving at or above National Standards. Senior leaders and board members use analysed information to set specific goals and targets for groups of students whose progress needs to be accelerated.

In 2013, all targets were met, showing that the deliberate strategies implemented were successful in bringing about the desired improvements in outcomes for students. At the end of the year, the school reported that 80% of students overall were at or above National Standards in reading, 71% in mathematics and 74% in writing. Māori students showed significant gains in all three areas, with increases of up to 46% over the year. The comparatively small number of Pacific students reached expected levels of achievement.

The 2014 targets build on this successful platform by further raising the desired levels of achievement. In particular, teachers aim over time to eliminate the disparity between Māori students and their peers. Hence, the mathematics target of 78% at or above National Standards is for all students.

The learning support team is well coordinated, with a clear focus on promoting and closely monitoring students’ progress and wellbeing.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school's curriculum shows close alignment with the principles and key competencies of The New Zealand Curriculum. It effectively promotes and supports purposeful learning and holistic wellbeing. Students participate in a wide range of activities.

A key factor in the sound quality of the learning environment is that expectations for learning and behaviour are high, explicit and clearly articulated. PB4L and Virtues are well integrated into the daily life of the school. A framework of robust systems and processes guides positive practice and interactions. The strategic focus on engagement and relationships is highly evident schoolwide.

Teachers are well supported to improve their practice. Appraisal, professional development and observations are tailored to assist teachers to meet individual and schoolwide goals. Leaders recognise that the expectations for effective teaching and learning need to be fully enacted and monitored schoolwide.

Teachers reflect on the effectiveness of their practice and formally inquire into the impact of strategies used to accelerate student achievement. They personalise the learning of students by supporting the development of skills for independent learning, including self assessment, goal-setting and planning next steps. Students help and teach each other in a variety of ways.

Digital learning is at an early stage of implementation schoolwide. It is recognised and valued as an important tool for students to take increasing responsibility for their own progress and learning. Some teachers are leading the way with new approaches to classroom practice, and many students bring their own devices to support e-learning.

The school is systematically increasing resources and building teacher capabilities to enable all students to benefit from digital technologies. Leaders should continue to support and monitor the implementation of e-learning to ensure it meets schoolwide expectations.

Staff know students well. They are respectful of diversity and sensitive to the holistic wellbeing of individuals and families. Meaningful partnership with parents and whānau is fostered.

The bicultural curriculum is a work in progress. Te reo Māori is taught, and ngā tikanga Māori are evident in many classrooms, school programmes and activities. It is recognised, however, that greater integration of te ao Māori is needed, to increase students’ awareness of New Zealand’s unique dual heritage.

How effectively does the school promote educational success for Māori, as Māori?

Māori students have many opportunities to participate and succeed in an environment where their language, culture and identity are valued. Features of the school that contribute to this include:

  • pōwhiri
  • kapa haka
  • hosting a multi-school cultural festival
  • authentic student leadership
  • deliberate showcasing of positive role models
  • visual displays, symbols and artifacts
  • celebrating success and achievement
  • the Māori achievement focus group.

The principal has a proactive approach to building and nurturing community, marae and iwi links, to strengthen the engagement of parents and whānau in students’ learning and in the life of the school.

Senior leaders are continuing to develop, implement and evaluate strategies to increase engagement and success for Māori students as Māori.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is very well placed to sustain and improve its performance.

The school’s self review is improvement-focused. Robust systems for analysing and using assessment information enable leaders and trustees to evaluate the implementation and effectiveness of initiatives and programmes intended to improve student achievement and accelerate progress.

To increase their knowledge of the extent to which the other two strategic priorities - increasing engagement and improving relationships - are being met, leaders and trustees acknowledge the need to develop an evaluative self-review framework. This should incorporate definition of what the results of effective implementation of initiatives and programmes would look like and how evidence will be gathered to investigate the impact of changes made. Formal self review is likely to further strengthen and enhance the school’s sustainable practices.

Other factors that contribute to the school’s overall effectiveness are:

  • a positive, supportive school environment that is based on a shared vision and high expectations
  • systems and processes that are firmly established, well understood and strongly embedded
  • professional leaders who are strongly committed to the school’s strategic direction and priorities
  • cohesive, collaborative teamwork among leaders and staff
  • board resourcing decisions that are based on good information and promote successful outcomes for students
  • experienced trustees who are clear about their governance roles and work in close partnership with senior leaders
  • sound teacher appraisal and professional development processes that are linked to strategic priorities.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

The provision of pastoral care is well coordinated. Systems and processes for monitoring and supporting students' learning and wellbeing are based on clear guidelines. Documented policies and procedures allow for greater numbers of students and for a range of diverse needs.

The school does not actively seek international students. Most of those who enrol have previously been at a contributing school. At the time of this review there was one international student.

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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

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

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

21 May 2014

About the School


Tamatea, Napier

Ministry of Education profile number


School type

Intermediate (Years 7 to 8)

School roll


Number of international students


Gender composition

Male 50%

Female 50%

Ethnic composition

NZ European/Pākehā



Other ethnic groups





Special Features

Fairhaven Special Needs Satellite Class

Technology Unit

Review team on site

April 2014

Date of this report

21 May 2014

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

April 2011

March 2008

December 2006