401 Teasdale Street , Te Awamutu
View on mapTe Awamutu Primary School
Te Awamutu Primary School
School Report
Tēnā 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.
About the School
Te Awamutu Primary School provides education for students in Years 1 to 6. Māori learners make up 31% of the school roll, European/Pakeha 53%, and a growing ethnic diversity of 16%.
The school values of Haepapa – Take Responsibility; Whakaute – Act Respectfully; Whakawhanaungatanga – Building positive Relationships; Aumangea – Show Resilience, are embedded schoolwide and support learners’ wellbeing and inclusion.
Part A: Parent Summary
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? | Success and progress for all learners is increasing. |
What is the quality of teaching and learning? | Learners benefit from good 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 rich 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 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 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 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. |
Achievement in Years 0 to 8
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 not yet 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. |
Attendance
The school is behind 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.
Chronic absence is reducing over time.
Assessment
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.
Progress
The school has 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.
An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
- Student achievement in reading and mathematics has improved overtime, with notable improvement for Māori learners in these curriculum areas.
- Leaders and teachers work collaboratively to progress outcomes of equity and excellence for all learners.
- A structured literacy approach is embedded in the school.
- Curriculum leaders with expertise in structured literacy and mathematics support ongoing professional learning and implementation of curriculum expectations.
- Established systems support monitoring of student progress in literacy and mathematics.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- progress the achievement for all learners in reading, writing and mathematics, with a particular focus on accelerated progress for those not yet meeting curriculum expectations
- strengthen consistency of quality teaching, learning and assessment practices in reading, writing and mathematics
- refine the use of internal evaluation practices to inform schoolwide improvement priorities and supporting actions
- improve regular attendance for all students, to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
- identify teachers’ strengths and development needs within literacy and mathematics and provide professional learning to support consistency of quality teaching and learning
- review how effectively teachers use student progress and achievement data in literacy and mathematics to respond to learner needs
- review schoolwide systems of internal evaluation and identify areas for refinement and implementation
Every six months:
- review the consistency of teaching, learning and assessment practices within literacy and mathematics, and the impact on learners’ progress and achievement
- monitor accelerated progress for learners identified as underachieving or at risk of underachieving in literacy and mathematics
- review the implementation and impact of internal evaluation systems on learner progress and achievement outcomes
- monitor and report on the impact of strategies used to improve regular attendance rates for all learners
Annually:
- evaluate improvements in reading, writing and mathematics outcomes for all learners; identify what is having the most impact for learners and what areas need further strengthening
- analyse accelerated progress and achievement for learners at risk of not meeting curriculum expectations; confirm the most effective and responsive teaching practices to support further development
- assess the effectiveness of internal evaluation processes to understand and validate practices that positively impact and make the biggest difference for all learners
- evaluate patterns in attendance for all learners and use this information to identify next steps to continue increasing regular rates of attendance.
Actions taken against these next steps are expected to result in:
- equitable and excellent progress and achievement outcomes for all learners in reading, writing and mathematics
- consistent high-quality teaching, learning and assessment practices in literacy and mathematics
- embedded systems and processes for internal evaluation that ensure sustainability of valued educational outcomes for all learners
- improved rates of regular attendance for all learners.
Part C: Regulatory and Legislative Requirements
Board Assurance with Regulatory and Legislative Requirements
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:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
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 Evaluation 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)
21 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Te Awamutu Primary School - 03/07/2020
School Context
Te Awamutu Primary School is located in the Waikato, catering for students in Years 1 to 6. It has a roll of 496 students, approximately a third whom identify as Māori.
The school’s vision is ‘Together achieving personal success|Ma te mahi tahi ka eke panuku’. The recently reviewed school values are responsibility, respect, positive relationships and resilience.
Te Awamutu Primary School’s strategic goals for 2020 include improving teacher pedagogy with a focus on formative assessment, developing culturally responsive practices, and improving the wellbeing of students and staff.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- achievement in reading, writing and mathematics.
Since the previous December 2016 ERO report, the roll has grown significantly, and the school is undertaking major building works. There have been several personnel changes in key positions, including the appointment of a new principal and two new deputy principals. Most of the board trustees were newly-elected in 2019.
The school is a member of the Rural and Roses school support and development cluster.
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 yet to achieve equitable and excellent outcomes for all students.
The school’s achievement data from 2017 to 2019 shows that most students achieved at or above national curriculum expectations in reading, writing and mathematics, including a large majority of Māori students.
Data over time shows that disparity of achievement for Māori students compared to their Pākehā peers remains in writing and mathematics and is increasing in reading. Significant disparity remains in reading for boys compared to girls. Disparity for boys is reducing in writing. Boys and girls have comparable achievement levels in mathematics.
Information provided by the school shows that students with additional needs who have individual education plans are making good progress towards their goals.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school is not yet collating and analysing data schoolwide to show rates of progress and acceleration for all at-risk students.
The school is able to show acceleration for a small number of targeted students, including Māori, through some literacy interventions. This data was collated during the ERO review process.
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?
Students learn in an orderly and supportive environment. Classrooms are settled and well resourced. Students benefit from respectful relationships with teachers. Students with additional needs are well supported by the special education needs coordinator (SENCO) and their team. The SENCO uses a range of data to prioritise programmes for at-risk students and to provide learning opportunities for gifted and talented (GATE) students and English language learners (ELL).
Trustees and leaders have a strong focus on improving opportunities for Māori students succeeding as Māori. The recent implementation of the Kura Kotahi Rā (one-day school) is supporting a number of students, most of whom are Māori, to participate in a localised curriculum underpinned by the school’s mātauranga Māori. Te Kura Kotahi Rā is conducted in a mix of te reo Māori and English, and students are supported to grow their confidence through scaffolded teaching and affirming relationships. Whānau are strongly encouraged to participate and share their expertise.
Leaders collaboratively working towards achieving the school’s vision and goals. Since the previous ERO review, a number of school systems and processes have been reviewed and useful frameworks have been developed to support consistent schoolwide practices. There is a strategic approach to developing middle leadership capability and to create shared understanding of best practice. Student wellbeing is prioritised through a team approach to pastoral care and by using leadership’s community networks. Clearly documented procedures and expectations guide the management and support of positive behaviour for learning.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Trustees and leaders need to develop achievement targets that include all students whose progress requires acceleration. Teachers and leaders should use data to track, monitor and regularly report on the progress of these students. Trustees must also scrutinise this data to inform resourcing and strategic decision-making.
Undertaking internal evaluation at all levels of the school should enable trustees, leaders and teachers to understand the impact and effectiveness of programmes and interventions on outcomes for students, particularly at-risk learners.
Leaders have identified, and ERO agree, that there is a need to develop teacher capability to effectively use formative assessment practices. This should:
- strengthen the consistency of differentiated planning, particularly in response to the specific needs of at-risk learners
- support students to know their individual learning goals and next steps.
Leaders have developed a coherent localised curriculum document that includes a sequential framework for te ao Māori. There is now a need to develop teachers’ capacity and confidence to fully enact this documented bi-cultural curriculum schoolwide.
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 Children’s Act 2014.
4 ERO’s Overall Judgement
On the basis of the findings of this review, ERO’s overall evaluation judgement of Te Awamutu Primary School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
5 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- a culture and environment that is conducive to learning
- leadership that provides strategic direction and focuses on schoolwide improvement.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- effective use of achievement data to support accelerated progress for learners who are at-risk of underachieving
- internal evaluation for targeted planning and action
- building professional capability and collective capacity to improve equitable and excellent outcomes for students.
Areas for improved compliance practice
To improve current practice, the board of trustees should:
- fully implement the school’s documented appraisal process
- formalise induction processes for all staff.
Phil Cowie
Director Review and Improvement Services
Central Region - Te Tai Pūtahi Nui
3 July 2020