Orini Combined School

What ERO wrote in its latest report

This is ERO’s report of 11 March 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

Orini Combined School is located in a small rural community northeast of Hamilton. The school provides education for learners from Years 1 to 8. The roll is 80, of which 64% identify as Pākehā /New Zealand European, 14% as Māori and 14% as Asian. The school’s vision is Combined Learning for Personal Excellence and is underpinned by the values of Respect, Achievement, Positivity and Trust. Since the last ERO report, a new principal has been appointed to the school.

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 September 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school and ERO worked together to evaluate how effectively student learning outcomes improved through strengthening assessment and evaluation practices. Further building responsive partnerships for learning was an ongoing priority for the school.

The school expected to see strengthened assessment and evaluation practices, students empowered to lead their own learning, and further opportunities for school and community to be engaged in reciprocal, learning-centred relationships.

Findings

Assessment and evaluation systems are embedded throughout the school to inform teaching and learning. Students can articulate what they are learning, why it matters, and their next steps. The school has strengthened community engagement through various opportunities where learning is regularly shared.

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? The school is working towards high levels of success and progress for all learners.

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 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 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 reports usefully and accurately 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 board is taking reasonable steps to ensure student health and safety.

Achievement in Years 1 to 8

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 A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics A large majority of 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 improving towards or beyond the target.

Chronic absence is 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.

Teachers are developing their use of assessment information 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 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 to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.

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 are confident and have a strong sense of belonging and pride in their school.

Leaders, staff and the school board consistently focus on meeting the needs of all students, providing relevant programmes that support student learning and wellbeing.

Staff promote a learning environment and school culture that enables learners to be valued and accepted by each other.

The principal drives the school’s strategic goals, providing a strong, focused direction for staff and student improvement.

Leaders and teachers collaborate effectively to implement structured approaches to the teaching of literacy and mathematics across the school.

Teachers, with the support of parents, plan and provide a broad curriculum connected to the local environment.

Staff have a strong commitment to improving their practice through a range of professional learning opportunities.

Key priorities

Improve students’ regular attendance through planned actions for improvement.

Increase the rates of progress for all groups of students in reading, writing and mathematics.

Strengthen the analysis and use of achievement information to accelerate student progress.

Teachers inquire into their practice to evaluate the impact of their actions on student progress.

Actions to bring about improvement

Within six months:

leaders review the attendance plan and strategies to identify next steps

Every six months:

leaders and teachers review and refine explicit teaching strategies to respond effectively to student assessment information and ensuring consistency of practice

leaders and teachers monitor and review the effectiveness of actions taken to accelerate progress and lift achievement in reading, writing and mathematics to inform next steps

leaders refine the school attendance plan, identifying further actions

Annually:

leaders review schoolwide teaching and learning practices to determine further professional development for staff

leaders evaluate and report to the school board on student achievement and accelerated progress in reading, writing and mathematics to inform ongoing strategic planning for improvement

leaders evaluate strategies designed to improve attendance and continue to adjust accordingly.

Expected outcomes

Improved rates of regular student attendance.

Effective use of student progress and achievement information that supports equitable and excellent outcomes for all learners.

High quality teaching, learning and assessment practices embedded consistently schoolwide.

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

11 March 2026

Read this report on ero.govt.nz →