Owhiro Bay School
Contributing · State
- Year levels
- 1–6
- Total roll
- 84
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Happy Valley Road, Owhiro Bay, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-3837189
- office@owhiro.school.nz
- Website
- http://www.owhiro.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Term dates
- Term 1, 2026: Wed 4 Feb - Thursday 2 April
Wed 4 Feb - Thursday 2 April
Year stated as2026 Term Dates
- Term 2, 2026: Monday 20 April - Friday 3 July
Monday 20 April - Friday 3 July
Year stated as2026 Term Dates
- Term 3, 2026: Monday 20 July - Friday 25 Sep
Monday 20 July - Friday 25 Sep
Year stated as2026 Term Dates
- Term 4, 2026: Monday 12 October - Friday 18 Dec
Monday 12 October - Friday 18 Dec
Year stated as2026 Term Dates
- Term 1, 2026: Wed 4 Feb - Thursday 2 April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 59
- Māori
- 21
- Pacific
- 11
- Asian
- 9
- MELAA
- 3
- 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 | 3 | 1 | 4 | 1 | 1 | 16 | 0 | 21 |
| Year 02 | 5 | 2 | 0 | 3 | 0 | 6 | 0 | 11 |
| Year 03 | 1 | 1 | 1 | 0 | 0 | 7 | 0 | 10 |
| Year 04 | 8 | 1 | 0 | 0 | 1 | 12 | 0 | 18 |
| Year 05 | 2 | 1 | 2 | 0 | 0 | 9 | 0 | 12 |
| Year 06 | 4 | 0 | 1 | 0 | 1 | 12 | 0 | 15 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 23 | 6 | 8 | 4 | 3 | 63 | 0 | 88 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 4 | 1 | 1 | 15 | 0 | 20 |
| Age 06 | 4 | 2 | 0 | 3 | 0 | 6 | 0 | 11 |
| Age 07 | 1 | 0 | 1 | 0 | 0 | 8 | 0 | 9 |
| Age 08 | 9 | 2 | 0 | 0 | 1 | 12 | 0 | 20 |
| Age 09 | 2 | 0 | 2 | 0 | 0 | 8 | 0 | 11 |
| Age 10 | 4 | 1 | 1 | 0 | 1 | 13 | 0 | 16 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 23 | 6 | 8 | 4 | 3 | 63 | 0 | 88 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Owhiro Bay School | 0% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Owhiro Bay School | 0% |
|---|---|
| Wellington Region | 2.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
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 suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Owhiro Bay School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 398
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major 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
- 6 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 6 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education to students in Years 1-6
- Years 1 to 6
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 84 — 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.
August 2019
129
Counted while ERO’s review team was at the school. Education Review Office, report of 7 October 2019
March 2016
123
Counted while ERO’s review team was at the school. Education Review Office, report of 24 May 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 6 May 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
Owhiro Bay School provides education to students in Years 1-6. Most students are European (74%) with 21% Māori students and 13 % Pacific students. The school’s motto, “ E Tipu e Rea – Our children Our Future” is underpinned by the ROCKS values Rangatiratanga, Open-mindedness, Creativity, Kotahitanga and Success .
How well placed is the school to promote educational success and wellbeing?
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 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 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 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
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 large 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
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to 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 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 making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
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
Most learners progress and achieve well in reading, writing and mathematics. School leaders identified a need to continue accelerating the progress and achievement for groups of learners in all three areas.
Students requiring additional support with their learning are identified and provided with effective assistance to access the school curriculum and experience success. External agencies are involved when appropriate.
School leaders provide cohesive, improvement focused leadership that increasingly strengthens school conditions to support student success and wellbeing. Strategic planning provides clear direction for priorities to improve student outcomes.
A consistent approach to teaching and learning is evident across the school with structured literacy and mathematics prioritised across all classes. A range of varied opportunities are provided across other curriculum areas.
The capability of teachers and support staff is intentionally developed through targeted, planned professional learning.
Board members know their roles and responsibilities well and appropriately scrutinise achievement data to inform strategic decisions for improvement.
School leaders promote a collaborative, reflective culture that supports staff to review aspects of their teaching practice to positively impact learner outcomes.
Key priorities and actions for improvement
The agreed next steps for the school are to:
increase the number of learners achieving at or above curriculum expectations in reading, writing and mathematics
improve outcomes for groups of learners who currently experience inequitable success in reading, writing and mathematics
increase regular attendance, working towards the Government’s target
continue to refine and embed curriculum changes.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
analyse attendance and achievement information to know the impact of strategic planning and resourcing to inform next steps for learners and groups of learners
document a plan for improved attendance which is then regularly reviewed to identify effective initiatives and plan actions for improvement for the next six months
implement, refine and monitor schoolwide teaching and learning in structured literacy and mathematics to promote student engagement and achievement
Annually:
analyse schoolwide achievement in structured literacy and mathematics, including that of identified groups of learners; use this data to report to the board and to strategically plan actions to improve the achievement and learning outcomes of all learners
evaluate the effectiveness of the attendance plan initiatives and develop a plan for the following year.
Actions taken against these next steps are expected to result in:
improved achievement outcomes and accelerated progress in literacy and mathematics
improved regular attendance
literacy and mathematics curriculum changes well embedded in school teaching programmes and impacting positively on student outcomes.
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
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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)
6 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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).