Takaka Primary School
9 Wadsworth Street, Takaka · Nelson, Marlborough & West Coast
Composite score
Established
Latest ERO review
2023-05-16 · Shelley Booysen, ERO
- New leadership team has analysed achievement and wellbeing data to identify opportunities for improved practices
- Tools have been developed that provide clarity for teachers about what constitutes culturally responsive practice at Takaka Primary School
- Staff are engaged in professional development for culturally responsive practices, and structured literacy in English and te reo Māori learning pathways
- Data shows scope to enhance literacy achievement across the school, supported by culturally responsive practices
- School is developing a dual language teaching and learning pathway
"the new leadership team has worked with shared focus to analyse achievement and wellbeing data, providing clarity and purpose when identifying opportunities for improved practices"
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Governance strengthened significantly between 2014 and 2017. The 2014 report noted 'good governance and management practices' as a general strength, while the 2017 report provides more specific evidence of effective board functioning, stating 'The board effectively represents and serves the school.' Additionally, a leadership team was newly appointed in 2015-2016, and the school implemented a more systematic, evidence-based change management process centered on student outcomes.
2014-08 → 2017-11 diff source
The 2017 report emphasized an established school-wide positive behaviour programme and strong learning environment as conducive to student wellbeing, while the 2023 report focuses on newly developed tools and professional development for culturally responsive practices with expected enhancement of student engagement. The shift reflects a transition from describing embedded wellbeing systems to describing emerging work in progress, despite the overall ERO score declining from 82 to 65.
2017-11 → 2023-05 diff source
Between 2014 and 2017, Māori achievement shifted from being at similar levels to non-Māori peers to becoming an identified area of in-school disparity. While the 2014 report highlighted positive relationships and comparable achievement, the 2017 report identified reading and writing as specific areas where Māori students showed disparity, though the school implemented targeted interventions and culturally responsive practices including dedicated Māori student leadership opportunities.
2014-08 → 2017-11 diff source
Both reports emphasize culturally responsive curriculum, but the focus shifted from collaborative teacher inquiry into children's interests (2017) to structured literacy pathways with explicit professional development tools (2023). The 2023 report indicates a more formal, systems-driven approach to literacy improvement, while acknowledging scope for enhancement—suggesting less confidence in existing practices than the earlier report's emphasis on 'positive improvement' and 'intentionally strengthened systems.'
2017-11 → 2023-05 diff source
Leadership changed significantly between 2017 and 2023, with a new leadership team replacing the one appointed in 2015-2016. The 2017 report praised established leadership with a clear strategic vision and evidence-based change management, while the 2023 report describes a new team in the early stages of analyzing data and developing tools for culturally responsive practice and literacy improvement.
2017-11 → 2023-05 diff source