142 Twyford Road , Hastings
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Twyford School, located rurally near Hastings, provides education for learners in Years 1 to 8. The current roll is 157. The majority of learners are European/Pākehā and Māori learners comprise approximately 12%. The school values are honesty, duty and courage.
Since the previous report, the school has introduced several initiatives to strengthen students’ social and emotional competencies.
A wellbeing plan has been actioned. Support, strategies and techniques are provided to students so they can manage learning and social behaviours. With community input, the school also identified learner attributes aligned to school values and represented in ways that students can relate to. These attributes are embedded in school culture and guide learning and social behaviours.
This initiative (learner attributes) has been supported by targeted wellbeing and learning support and programmes tailored to meet the different needs of students. Evidenced through a range of measures, the greatest shift has been the positive improvement in learner wellbeing outcomes, such as confidence, engagement in learning and improved social skills.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Students learn in an inclusive environment. Teaching is successfully adjusted so that learning meets student needs. Students engage in their learning and a strong sense of belonging and wellbeing is evident.
Students benefit from structured teaching practices in reading and writing. A structured mathematics programme is underway. A wide range of learner support and enrichment programmes are offered within a curriculum designed to make full use of learning opportunities.
A strong culture of inquiry is evident. Leaders use good quality data to inform strategic decision making, ensuring that professional development effectively builds teacher capability and aligns with the goals of the school.
Teachers work collaboratively and regularly use achievement information and evidence to inform teaching and monitor the impact of their practice.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Yes
Yes
Yes
Yes
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Sharon Kelly
Director of Schools (Acting)
9 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 6 months of the Education Review Office and Twyford 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
Ko Te Mata o Rongokako te maunga.
Ko Ngaruroro te awa.
Ko Te Aranga te marae.
Ko Twyford te kura.
Twyford School is a full primary and caters for learners in years 1 to 8. The school is located in a rural environment near Hastings in Hawke’s Bay. The following cornerstones underpin the school’s localised curriculum; Kia Kaha, Kia Whai Whakaaro, Kia Manaaki, Kia Pākiki.
Twyford School’s strategic priorities for improving outcomes for learners are:
to be inclusive and supportive of all learners ensuring positive learner outcomes
to enact a curriculum that is innovative, student centered and future focused
to further build inquiry and internal evaluation processes and practices.
You can find a copy of the school’s strategic and annual plan on Twyford School’s website.
ERO and the school are working together to evaluate how effectively Twyford School is empowering learners to develop social and emotional competencies and the impact these have on learner outcomes.
The rationale for selecting this evaluation is:
to further respond to learners with diverse learning requirements ensuring positive learner outcomes
The school expects to see positive growth in learner outcomes through the development of social and emotional capabilities.
The school can draw from the following strengths to support its goal to build social and emotional competencies to enable positive learner outcomes:
evaluation, inquiry and knowledge building processes are purposeful
collaborative leadership throughout the school sustains a culture of trust and ongoing improvement
a schoolwide culture of continuous improvement that promotes equitable outcomes for all students.
Moving forward, the school will prioritise:
continuing to embed the school’s local curriculum regarding culturally responsive practice
further engagement with professional learning focusing on holistic wellbeing and restorative practice
the continued utilisation of wellbeing and academic data to inform targeted teaching and learning.
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
14 December 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of November 2022, the Twyford School, School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Twyford 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
14 December 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Twyford School is located on the outskirts of Hastings in a semi-rural location. It has 173 students, and 21% identify as Māori.
The school’s mission is to promote quality learning in a family environment. Valued outcomes for learners include that they feel valued by all staff, they experience personal success and are happy. The recently refreshed values of honesty, duty and courage underpin school practices. The school continues its strategic focus on improving provision and outcomes for Māori learners.
The school’s achievement targets include increasing achievement against national expectations and accelerating the progress of those students who need this for equitable learning outcomes.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
reading, writing and mathematics
progress of targeted learners
learning interventions
wellbeing.
There is stable staffing and leadership. Teachers continue to undertake professional development and learning (PLD) in te reo me ngā tikanga Māori and mathematics. Leadership PLD in growth coaching is occurring to better support teachers to develop their practice.
The school is a member of the Whirinaki Kāhui Ako.
Most students achieve curriculum expectations in reading, writing and mathematics. There is an improving trend of achievement for mathematics over time, especially for boys.
The school is successfully addressing disparity for Māori students in each of these learning areas. This is particularly evident in the 2017 achievement data for reading and mathematics. There is still some disparity in writing achievement for boys.
There is evidence of accelerated learning for students at risk of underachievement, particularly for Māori learners and in mathematics.Useful systems support teachers, leaders and trustees to know about students’ learning and accelerated progress.
Learners with additional needs are well identified, their needs recognised and programmes of support put in place. External resourcing and expertise supports this provision appropriately.
The school has strengthened its responsiveness to Māori learners and their families. Te ao Māori and locally based tikanga are valued and purposefully integrated across many aspects of school operations, practice and curriculum. Māori students’ and whānau connections to their culture, language and identity are actively fostered. Teachers continue to strengthen their cultural knowledge and competence. The school’s education plan, Te Ara Māori, respectfully developed in partnership with whānau Māori, provides a useful framework for sustaining improvement and guiding ongoing development.
The reviewed and strengthened curriculum enables teachers to better respond to students and develop them as confident, actively involved learners. This includes the promotion of self-directed learning through a range of well-considered strategies and learning experiences which help children to engage and make connections. There are regular opportunities for students to contribute meaningfully to the learning of others.
Children are well known by all staff who care abouttheir learning and wellbeing. Warm, respectful relationships are highly evident. School practices and the environment promote learning and foster students’ and families’ sense of belonging. Students’ views and contributions to school life are highly valued and actively sought to inform decision-making. Their leadership is well fostered and supported.
School leaders work well together to promote student success and a shared vision for improvement. There is a clear focus on building consistency of practice and the capability of teachers to better respond to learners through coaching, appraisal and targeted PLD. They continue to develop useful systems to sharpen the collective focus on promoting progress and accelerating learning.
School leaders and trustees strongly focus on raising student achievement and promoting equity. Trustees undertake their roles and responsibilities diligently and demonstrate a good understanding of their stewardship role. Members actively contribute a range of strengths and skills to build their collective capacity. They serve their community well through building strong, reciprocal relationships with families, iwi and the local community and promote their participation to inform direction and decision-making.
A next step is to further build inquiry and internal evaluation processes and practice to better determine the effectiveness of actions and strategies in promoting improvement. This should be supported by:
continuing to clearly identify the valued, intended outcomes for children
establishing a clear process for evaluation
further aligning systems and processes to promote cohesion.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
For sustained improvement and future learner success, the school can draw on existing strengths in:
the ongoing, deliberate focus on strengthening cultural responsiveness that is improving outcomes for Māori learners
respectful relationships and schoolwide practices that promote engagement, learning and foster students’ and families’ sense of belonging
trustees’ and leaders’ focus on improvement and raising student achievement and promoting equity, supported by effective communication, systems and processes.
For sustained improvement and future learner success, priorities for further development are in:
continuing to clearly identify the valued, intended outcomes for learners
building inquiry and internal evaluation processes and practice to better determine the effectiveness of actions and strategies in promoting improvement.
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
6 August 2018
|
Location |
Hastings |
|
Ministry of Education profile number |
2711 |
|
School type |
Full primary (Years 1 to 8) |
|
School roll |
173 |
|
Gender composition |
Female 50%, Male 50% |
|
Ethnic composition |
Māori 21% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
June 2018 |
|
Date of this report |
6 August 2018 |
|
Most recent ERO report(s) |
Education Review June 2015 |