Ōhope Beach School
Contributing · State
- Year levels
- 1–6
- Total roll
- 218
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 170 Pohutukawa Avenue, Ohope Beach
- Territorial authority
- Whakatane District
- Phone
- 07-3124617
- office@ohopebeach.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 171
- Māori
- 64
- Pacific
- 7
- Asian
- 13
- MELAA
- 8
- Other
- 1
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 12 | 1 | 4 | 2 | 0 | 25 | 0 | 32 |
| Year 02 | 12 | 0 | 3 | 2 | 0 | 28 | 0 | 39 |
| Year 03 | 12 | 0 | 1 | 2 | 1 | 22 | 0 | 32 |
| Year 04 | 11 | 1 | 1 | 0 | 0 | 26 | 0 | 33 |
| Year 05 | 14 | 0 | 1 | 2 | 1 | 36 | 0 | 47 |
| Year 06 | 12 | 0 | 4 | 2 | 0 | 28 | 0 | 38 |
| Year 07 | 1 | 1 | 1 | 0 | 0 | 6 | 0 | 7 |
| Total | 74 | 3 | 15 | 10 | 2 | 171 | 0 | 228 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 1 | 4 | 1 | 0 | 24 | 0 | 30 |
| Age 06 | 10 | 0 | 2 | 3 | 0 | 28 | 0 | 37 |
| Age 07 | 14 | 0 | 2 | 2 | 1 | 23 | 0 | 36 |
| Age 08 | 12 | 1 | 1 | 0 | 0 | 24 | 0 | 32 |
| Age 09 | 11 | 0 | 1 | 2 | 1 | 37 | 0 | 45 |
| Age 10 | 14 | 1 | 4 | 2 | 0 | 28 | 0 | 40 |
| Age 11 | 1 | 0 | 1 | 0 | 0 | 7 | 0 | 8 |
| Total | 74 | 3 | 15 | 10 | 2 | 171 | 0 | 228 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
20.7%
| Ōhope Beach School | 20.7% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 36.1% |
| Māori | 68.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 20.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
19.2%
| Ōhope Beach School | 19.2% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 33.8% |
| Māori | 63.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 19.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Ōhope Beach School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 419
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 16 November 1858
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 3
- Last reviewed
- 5 May 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (31 August 2022)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 31 August 2022 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What this report states about the school
As stated in ERO’s report of 5 May 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 0 to 6
provides education for learners in Years 0 to 6
- Years 0 to 6
What ERO wrote in its latest report
This is ERO’s report of 5 May 2026 — “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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Ōhope Beach School provides education for learners in Years 0 to 6. The school roll of 209 students includes 47% New Zealand European/ Pākehā , 29% Māori , 11% other European, 6% Asian and 5% African learners. The school’s vision is to develop our students as confident, connected, lifelong learners who actively seek, use and create knowledge and skills for life. The vision is underpinned by the P.R.I.D.E values of Positivity, Respect, Integrity, Diligence and Empathy.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the August 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school expected to refine teaching practice by using student data to drive planning and ensure equitable outcomes for all students. Staff aimed to deepen their use of learning progressions to strengthen assessment, planning, and learner agency. Ongoing professional learning was intended to further support consistent, collaborative inquiry and cross‑team teaching approaches. The school also planned to enhance collaborative structures so teams could better respond to learner needs.
Findings
Leaders and teachers use effective data collection and analysis processes that inform targeted teaching and intervention programmes. Teachers share learning progress clearly with students and whānau , supporting learner agency and shared responsibility for learning. Professional capability building is strong, with staff fully engage in professional learning and development (PLD), reflective practice, and coaching across literacy and mathematics. Collaborative planning and cross‑grouping have increased teaching consistency contributing to sustained levels of achievement for learners.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 a consistent focus on supporting learners to gain skills in foundational 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 successfully 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 responds well to a wide range 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 6
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
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 becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The large majority of students attend school regularly.
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of strength
Students learn in organised, well‑resourced classrooms and demonstrate respect for, and pride in, their school.
Students show consistently high levels of engagement across all learning areas, reflecting strong expectations for learning.
Leadership establishes effective systems and processes that promote high‑quality teaching through clear, coherent curriculum plans and shared expectations.
The school curriculum maintains a strong emphasis on foundational literacy and mathematics skills, supported by well‑embedded structured approaches, while providing rich learning opportunities across the breadth of The New Zealand Curriculum .
Leaders prioritise teacher capability building, well supported through strategic resourcing and professional learning decisions made by the school board.
A school wide evidence-based approach to evaluation and inquiry is well established and supports continuous improvement.
Key priorities
Increase regular student attendance that meets or exceeds the Government target.
Improve the consistency and impact of teaching through strengthened teacher inquiry focused on accelerating learner progress.
Achieve equitable and excellent outcomes for all learners through consistent, targeted teaching practices.
Embed new assessment tools to analyse achievement information and identify next steps that strengthen learner progress and achievement.
Actions to bring about improvement
Within six months:
leaders use the Attendance Management Plan to identify learners with irregular attendance and provide targeted support to improve regular attendance
leaders and teachers identify learners who require acceleration and design targeted interventions to increase rates of progress in literacy and mathematics, with particular attention to Māori learners
leaders and teachers prepare to implement the SMART (Structured Mathematics Assessment for Teaching) assessment tool, strengthening assessment precision to better support learner progress
Every six months:
the Ōhope Beach School Board, leaders, and teachers monitor attendance trends and share key insights with families to strengthen collective responsibility for improvement
leaders and teachers review the progress of identified target learners and refine strategies to accelerate learning
leaders and teachers analyse assessment information to inform next teaching steps and ensure identified groups receive the support needed to make improved and sustained progress
Annually:
the school Board, leaders, and teachers review and strengthen attendance strategies and work with parents and whānau to address ongoing barriers to regular attendance
leaders evaluate and report to the school Board on student achievement and accelerated progress in reading, writing and mathematics to inform strategic planning and ongoing improvement.
Expected outcomes
Rates of regular attendance meet or exceed the Government’s targets.
Increased levels of achievement and equity support sustained learner success.
Strengthened assessment and evaluation practices lead to improved outcomes for all learners.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board assurance with regulatory and legislative requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board administration
Yes
Curriculum
Yes
Management of health, safety and welfare
Yes
Personnel management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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
5 May 2026
Read the full report on ero.govt.nz →
All 3 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).