Takitimu Primary School
15 Evan Street, Nightcaps · Otago & Southland
Latest ERO review
2023-09-22 · Shelley Booysen, ERO
- Board has not reported to community on progress and achievement of students on basis of good quality assessment information
- School has not developed policies, plans and targets for improving progress and achievement of Māori students in consultation with Māori community
- School has not complied with requirements for retention and disposal of school records
- School has not undertaken regular review of health and safety policies and procedures linked to safe physical and emotional environment
- School has not received assurance at intervals of not more than six months that trial evacuation has occurred
"Developed policies, plans and targets for improving the progress and achievement of Māori students in consultation with the school's Māori community."
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Governance capability declined significantly between 2019 and 2023. The 2019 report praised a 'capable board of trustees' with strong focus on student wellbeing and data-informed decisions, while the 2023 report identifies that 'internal evaluation processes are not sufficiently developed to support and inform ongoing school improvement,' suggesting weakened governance oversight and strategic capacity.
2019-05 → 2023-09 diff source
Leadership at Takitimu Primary School declined significantly between 2019 and 2023. In 2019, the new principal was described as well-supported with clear action plans for moving the school forward. By 2023, the school had experienced ongoing leadership and staffing changes that negatively impacted sustainability and continuity of curriculum development and positive learning culture.
2019-05 → 2023-09 diff source
Takitimu Primary School's curriculum dimension declined significantly, with the score dropping from 60 to 35. The 2019 report highlighted 'very effective practices' and 'deep analysis' of assessment data, whereas the 2023 report indicates that 'ongoing leadership and staffing changes have impacted sustainability and continuity of curriculum development' and 'internal evaluation processes are not sufficiently developed.' While teachers remain engaged in professional learning, the school has lost the systematic rigor and continuity that characterized the earlier period.
2019-05 → 2023-09 diff source
Teaching practice shifted from being characterised by 'very effective practices' and 'relentless focus' on student support (2019) to a situation where teachers are 'actively engaged in professional learning' but the school has experienced 'ongoing leadership and staffing changes that have impacted sustainability and continuity of curriculum development, teaching and positive learning culture' (2023). The score declined from 80 to 65, reflecting diminished teaching effectiveness and institutional stability.
2019-05 → 2023-09 diff source
Wellbeing findings shifted from describing students as 'settled and well engaged' with a 'respectful culture' and board focus on student wellbeing (2019), to emphasizing systems for behaviour management and support (2023), though with concerns that leadership and staffing changes have impacted the 'positive learning culture.' The score declined from 75 to 70.
2019-05 → 2023-09 diff source