Ormiston Junior College

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 1509 — 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. November 2019

   494

   Counted while ERO’s review team was at the school. Education Review Office, report of 21 February 2020

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 21 November 2025 — “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

Ormiston Junior College is located in Ormiston, South Auckland and provides education for students from Years 7 to 10. Since the previous ERO review, there has been significant roll growth, and two senior leadership deputy principals have been appointed. The school roll is 1410. Most students identify as Asian, 6% identify as Māori , 17% of Pacific heritage and 8% as NZ European / Pākehā .

There is a Ko Taku Reo Deaf Education Centre is located on site.

The school values are Hauora , Relationships, Innovation, Excellence, Inspiration and Integrity.

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

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.

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 majority of students are progressing and achieving well in their learning.

The small majority of students achieve at expected curriculum levels in mathematics and writing; a large majority achieve at expected curriculum level in reading.

There is disparity for Māori and Pacific students’ achievement in reading and writing.

Students with special learning needs are supported to succeed. The next step is to separate their achievement data to more accurately know and report their progress and achievement.

The small majority of students attend school regularly. The school is behind the Government target of 80% regular attendance; regular attendance is improving.

Conditions to support learner success

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

Leaders are strengthening strategies that support students positive learning outcomes.

Leadership builds educationally focused relationships with other education providers and community groups to increase opportunities for learning and success.

Leaders attract, retain and grow teaching teams; appropriate and timely support is provided to develop leadership capability.

School leaders increasingly involve whānau, hapū and iwi in decision making in the school to promote engagement attendance.

Teaching and the curriculum are increasingly responsive to students’ learning needs.

Curriculum leaders support teachers to develop their professional understanding and use of teaching resources.

Teachers use strategies that help students take charge of their learning, solve problems, and think about how they learn.

Teachers ask questions to get students involved, give them plenty of practice with new ideas and skills, and provide quick, clear feedback.

Key conditions to strategically support students’ success are well aligned and embedding.

The school’s professional learning community shares high aspirations for the achievement, progress, and wellbeing of all learners.

Relationships between staff and learners are founded on mutual trust; learners seek help when required.

Leaders and teachers work with the community, including other professional and support agencies, to effectively support and improve learner health and wellbeing.

The School Board effectively manages and strategically plans for the school’s resourcing.

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.

Key priorities

Progress students’ learning outcomes towards the government targets of 80% achieving at expected curriculum levels in reading, writing and mathematics by 2030.

Further implement effective literacy and numeracy assessment processes schoolwide.

Embed effective teaching and learning strategies consistently across the school.

Refine and implement a responsive curriculum that engages students in their learning, raises achievement and supports equitable outcomes.

Continue to improve students’ regular attendance.

Actions to bring about improvement

Within three months:

leaders and teachers develop and action plan to implement the refined curriculum designed to actively engage students in their learning, while promoting higher achievement and equitable outcomes for all learners

Within six months:

leaders and teachers roll out changes to assessment processes in literacy and numeracy as required to more accurately know students’ progress and achievement across the school

leaders and teacher implement the refined curriculum designed to actively engage students in their learning, while promoting higher achievement and equitable outcomes for all learner

leaders and the school Board monitor the impact of the attendance plan to increase students’ regular attendance, identify next steps and adjust as needed

Every six months:

leaders and teachers work together to evaluate how well teaching and learning strategies, assessment practices and the school curriculum impact student achievement and engagement

Annually:

the School Board and leaders evaluate how well teaching and learning strategies, assessment practices and the school curriculum impact student achievement and engagement to guide strategic planning and improvement

the School Board and leaders review and respond to the impact of the attendance plan to increase students’ regular attendance, identify next steps and share with the school community.

Expected outcomes

Student outcomes in outcomes in literacy and numeracy have improved.

Effective literacy and numeracy assessment processes are used consistently across the school.

An embedded and responsive curriculum actively engages students in their learning and promotes equitable outcomes.

Improved levels of students’ regular attendance.

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

21 November 2025

Read this report on ero.govt.nz →