Onewhero Area School

The same report — the board assurance report of 14 May 2026 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

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

ensure that a satisfactory safety checking process occurs for persons employed by the board, including all employees having a current police vet [Sections 25 of the Children’s Act 2014: Safety Checks of Children’s Workers]

ensuring all teaching staff have completed the required online physical restraint module [Section 100 Education and Training Act 2020, Physical Restraint Regulations, Rules and Guidelines].

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

Read this board assurance report on ero.govt.nz →

What ERO wrote in its latest report

This is ERO’s report of 14 May 2026 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation 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

Onewhero Area School provides education for learners in Years 1 to 13. At the time of the review, there were 395 students enrolled at the school. New Zealand European/ Pākehā learners make up 58% of the school roll with 26% of students who identify as Māori , 5% Pacific and 5% Asian. The school’s values are Ako - Purpose, Mahi Ngaa Tahi – Character and Whaanaungatanga – Community.

Since November 2024, a Commissioner has undertaken the Onewhero Area School Board’s governance role and responsibilities. An experienced principal was appointed in mid-2025 and a new commissioner began early in 2026.

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 planned to evaluate the effectiveness of school culture in promoting student engagement and wellbeing, and the quality of curriculum progressions. The school expected to see teachers demonstrate effective, evidence-based practice that leads to more equitable and excellent outcomes for all learners. The school also expected that the local curriculum would be regularly reviewed and refined in response to ongoing data, evidence, and student and community voice.

Findings

The school has taken deliberate steps to strengthen a positive school culture that supports student engagement and wellbeing, including Positive Behaviour for Learning (PB4L), pastoral systems, and structured opportunities for student voice.

Progress is evident in the development of junior curriculum progressions, alongside targeted professional learning and teaching practices that are starting to contribute to more equitable outcomes.

The school continues to review and refine its local curriculum, drawing on external expertise, achievement information, and local context to foster responsive, coherent, and connected learning.

What we know about learner success

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

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%

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

The school is working towards improving student attendance, progress and achievement.

A small majority of learners meet curriculum expectations in reading, writing and mathematics in Years 1 to 8.

Achievement outcomes for Years 1 to 8 are equitable between groups of students in reading and writing, with gender inequity in writing. Equity between ethnic groups has improved over time through ongoing teacher professional development and the support from the Māori Strategic Plan.

A large majority of learners in Years 9 and 10 meet expectations in mathematics with no inequity and a small majority in writing with gender inequity.

A large majority of students achieve National Certificate of Educational Achievement (NCEA) Level 1 including literacy and numeracy requirements. Most students achieve NCEA Level 2, and a large majority of the students who remain at school, achieve NCEA Level 3.

A third of students gaining University Entrance (UE) in 2025. The number of students who achieve NCEA with merit and excellence endorsements remain relatively low and overall achievement is not yet equitable for Māori.

A small majority of students attend school regularly and regular attendance and chronic absence are not yet improving. The school implement an attendance plan; improving regular attendance and chronic absence remains a key priority for the school.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

Leadership increasingly fosters a school culture committed to quality teaching to increase rates of progress to achieve equity and excellence in learner outcomes.

School leaders establish school conditions with clear schoolwide expectations for positive behaviour and learning that are underpinned by school systems and processes.

Leaders implement a range of programmes and interventions designed to improve student outcomes; evaluating the impact of these actions and responsively planning is a next step for leadership.

Leaders prioritise staff professional development that focuses on consistency in evidence-based, responsive teaching practice to improve learner’s progress and achievement.

Leaders continue to strengthen relational trust and collaboration across all levels of the school’s community to build a shared understanding of the school’s strategic vision, direction and improvement priorities.

Leaders and teachers are establishing a responsive curriculum and working towards consistent high-quality teaching schoolwide.

The schools’ curriculum builds on students’ interests and supports engagement in learning; lifting the quality of senior qualifications, including UE rates and access to vocational pathways, remains a priority.

Respectful relationships between teachers and students reinforces high standards; learners with additional needs are well supported.

Teachers use structured approaches to teach literacy and mathematics in the junior years, and these are being consistently embedded across year levels.

Schoolwide processes and practices for ongoing improvement in student's learning opportunities and outcomes are strengthening.

Staff professional development is aligned to the schools’ strategic improvement priorities for building high quality teacher practices to improve student outcomes.

Students experience a culture of care and support in an inclusive school environment.

Comprehensive and clear action plans guide staff in raising student achievement across literacy, mathematics and other curriculum areas including a focus on Māori and Pacific learners.

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 identifies key priorities and actions for improvement.

Key priorities

Implement a coherent, updated curriculum aligned with the revised New Zealand Curriculum and changes in Years 1 to 10 assessment and senior qualification with a focus on numeracy and literacy.

Evaluate the impact and effectiveness of professional learning programmes on teacher practice and changes in learner’s rates of progress and achievement.

Refine specific use of data for evidence informed strategic and annual planning goals and targets, including evaluating the impact of improvement strategies for learner wellbeing and learning support programmes.

Strengthen relationships with whānau, community and mana whenua to respond to aspirations for learners into decisions about the school’s strategic direction.

Improve the effectiveness of the attendance plan to lift and sustain higher levels of regular attendance.

Actions to bring about improvement

Within three months:

leaders and governance review attendance data to gauge the impact of targeted strategies and adjust as needed

Within six months:

leaders review and refine current assessment practices and refine systematic processes for evaluation for impact on learner outcomes across the school

leaders and governance review current strategic and annual planning, setting targets for student achievement and monitor for successful implementation

leaders gather whānau , community and mana whenua voice to strengthen their involvement in decision making for the school’s strategic direction

Every six months:

leaders and teachers monitor the consistency of teaching and learning approaches in reading, writing and mathematics for alignment with curriculum, assessment and reporting requirements

leaders and teachers use progress and achievement data to evaluate the impact of professional learning programmes on student achievement outcomes, including equity for all groups of learners

leaders track, monitor and review student attendance, adjust strategies as necessary and report to the Board and community

Annually:

leaders review and report to the Board the impact of changes in teaching and learning, assessment and reporting requirements on learner progress and achievement, including equity for all groups of learners

leaders and the Board strengthen whānau, community and mana whenua voice in decision making that informs the school’s strategic direction

leaders and the Board evaluate the attendance plan to determine the impact of targeted strategies on increasing and sustained attendance and identify areas for further improvement.

Expected outcomes

The school curriculum aligns with The New Zealand Curriculum, assessment and reporting requirements.

Leaders and the Board use data-driven evidence to monitor, measure and evaluate the impact of initiatives and to inform strategic and annual planning.

Improved student progress and achievement, with equitable outcomes for all groups of learners.

Whānau , community and mana whenua more actively involved in the school’s strategic direction.

Improved regular attendance and engagement in learning.

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

14 May 2026

Read this report on ero.govt.nz →