Ōhoka School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 220 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. August 2017

   223

   Counted while ERO’s review team was at the school. Education Review Office, report of 26 September 2017

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 17 April 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Ōhoka School provides education for learners in Years 1 to 8. The school has a roll of just over 200 learners with 98% identifying as European/ Pākehā and 10% identifying as Māori . The school’s vision is ‘Growing Our Future Together- Striving Beyond’ . The vision includes a set of three values: Respect, Resilience and Responsibility.

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 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 are well supported 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 needs to ensure a physically and emotionally safe learning environment.

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 Most 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 not yet equitable for all groups of learners.

Mathematics Most learners meet or exceed the expected curriculum level. Results are 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 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 not extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.

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

The school has sustained high achievement and equity over time in reading and mathematics. There is some disparity in writing with most girls, but a large majority of boys, achieving at curriculum expectations.

A large majority of students report a caring school culture which gives them a sense of belonging and supports their learning.

Leadership sets and pursues a small number of deliberate and considered improvement goals and targets, placing learners at the centre of their decision making.

The school is embedding structured literacy practices and is undertaking professional development to implement structured mathematics across the school. The school curriculum connects learners with their local area, stories and contexts, utilises strengths within the community and provides meaningful learning opportunities for learners.

Leaders have effective collaborative processes in place to provide professional learning and to support teachers to inquire into their practice and to strengthen consistency across the school.

Key priorities and actions for improvement

The agreed next steps for the school are to:

review the school’s assessment plan and practices to align with national expectations, inform teaching and learning, accelerate progress for identified learners, and for consistent reporting on progress and achievement

participate in teacher professional learning in mathematics and implement the revised mathematics curriculum to support consistent planning, teaching and assessment practices across the school

strengthen use of learner and whānau feedback within the review process to evaluate impact on outcomes for learners and inform decision making

increase regular learner attendance to meet the national target.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

review and respond to emerging findings, including learner and whānau feedback, for increasing regular attendance

establish a consistent, school wide assessment plan and practices overview for literacy and mathematics that includes standardised assessment tools.

Every six months:

monitor student progress, achievement, and attendance, including the acceleration of target learners, and report findings to the board.

Annually:

review assessment plan and practices to ensure they are effective and useful for informing teaching, learning and reporting

monitor the consistency of the structured mathematics implementation, practices and assessment

as part of regular review and evaluation, include learner and whānau feedback to help understand what is working well for learners.

Actions taken against these next steps are expected to result in:

increased progress, achievement, and engagement in learning for all learners

enhanced use of student and whānau feedback to foster an inclusive and responsive learning environment

improved attendance to meet the national targets.

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

No

Curriculum

No

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Actions for Compliance

The board has identified the following areas of non-compliance during the board assurance process:

reporting to the community the progress and achievement of students as a whole, the progress of identified students, including progress of Māori students against plans and targets [Section 127(2)(b) of the Act]

in consultation Māori community, made known to the school's community plans and targets for improving the progress and achievement of Māori students [Section 127(1)(d) of the Act: Objectives of boards in governing schools, Section 139 of the Act: Preparing strategic plan and NELP 5 (MOE)].

ERO has identified the following areas of non-compliance during the board assurance process:

Police vetting for non-teaching staff must be obtained and considered every three years [Section 104 and Schedule 4, Education and Training Act 2020].

The board has since taken steps to address the areas of non-compliance identified.

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)

17 April 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Read this report on ero.govt.nz →