North Road , Waitangi (Chatham Islands), Chatham Islands
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.
Te One School provides education for learners from Years 1 to 8, with a current roll of 55. 94% of learners identify as Māori [of whom 50% also identify as Moriori], 4% as New Zealand European and 2% as Asian. Its local curriculum utilises the school’s location, including natural environment-based learning activities.
The school and ERO were working together to evaluate the impact of a writing curriculum.
The school expected to see:
Greater consistency in assessment and moderation practices has improved teachers’ capabilities to deliver increasingly effective writing programmes and to determine and respond to learner’s next steps to make progress. School leadership and the board are taking steps to make greater use of learner information about progress and achievement in writing to guide improvement priorities.
During the course of the evaluation, learners’ progress and achievement in writing have made a small increase. A large majority of learners are achieving at and above curriculum expectations in writing, with equitable achievement for Māori and Moriori learners.
Structured literacy approaches across the school are leading to improved engagement and positive outcomes for learners in writing.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | The school is improving teaching and learning. |
| 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 an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs require better support to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | The school is establishing planning and conditions that support improvements in the quality of education for learners. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school reasonably 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 is improving its reporting 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 becoming more equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
The school is significantly behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has to some extent 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 meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three 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)
7 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 six months of the Education Review Office and Te One 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
Te One School is located near Waitangi township on Rēkohu / Wharekauri / Chatham Island and provides education for learners from Years 1 to 8. Its local curriculum utilises the school’s location, including natural environment based learning activities.
Te One School’s strategic priorities for improving outcomes for learners are to ensure that:
teaching and learning programmes support the development of all students, with a focus on success for Māori and Moriori
the model of curriculum delivery reflects continuity and growth for students across all areas of Te Mātaiaho / The New Zealand Curriculum
assessment practices are consistent, robust and support improving student outcomes.
You can find a copy of the school’s strategic and annual plan on Te One School’s website.
ERO and the school are working together to evaluate the impact of a localised writing curriculum on the progress of all learners and in particular target learners.
The rationale for selecting this evaluation is:
writing achievement information has indicated that the school needs to develop ways to gather, evaluate and respond to data in order to ensure progress and achievement in writing for all learners
a commitment to develop teaching and assessment practices in writing
to support learners’ confidence in writing through using the local area, knowledge and histories.
The school expects to see:
an increase in the school’s collective capability to deliver effective writing programmes based on learner’s needs, ascertained through robust assessment and moderation practices
acceleration of learner progress to reduce inequities in achievement in writing
an increase in the number of learners meeting or exceeding expectations in writing
strategic reporting on progress and achievement that facilitates meaningful governance questions to guide continuous improvement.
The school can draw from the following strengths to support its goal to evaluate the impact of a localised writing curriculum on the progress of all learners and in particular target learners:
considered approaches that support the delivery of effective teaching and learning programmes and appropriate assessment practices
a deliberate process of building a school-wide view of progress and achievement
professional learning that is tailored to individual staff needs, in order to strengthen their capabilities in teaching and assessment practice in writing.
Moving forward, the school will prioritise:
developing clear expectations and practices using a common language to inform learners’ progress in writing over time
building an evaluative plan to support board members to better scrutinise information for decision making
improving reporting practices to show progress and achievement to learners, whānau and the Board.
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
12 October 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of June 2023, the Te One School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Te One 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
12 October 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home