Whangamata Area School

The same report — the board assurance report of 12 December 2025 — 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 has identified the following area of non-compliance during the board assurance process:

ensure that the board is informed of the high-risk activities they approve for education outside the classroom (EOTC). [Health and Safety at Work Act 2015]

The board has since taken steps to address the area 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 12 December 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

Whangamata Area School on the Coromandel Peninsula, provides education for students in Years 1 to 13. There are 554 learners at the school. New Zealand European/ Pākehā learners make up 80% of the learners and 20% of learners identify as Māori . Knowledge ( Ako He Tupu ), Ownership ( Rangatiratanga ), Respect ( Awhi ) and Unity ( Whanaungatanga ) are the KORU school values.

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

Expected improvements

The school expected to see improved literacy outcomes in Years 1 to 10 and improved attainment of qualifications in Years 11 to 13 including University Entrance (UE). The school focused on supporting students to develop their identity and belonging reflecting of a culture of ‘ high care and high expectation’ and the development of a local curriculum that promotes equity, reflecting Te Tiriti o Waitangi .

Findings

Accelerated progress is evident in Years 1 to 10 in reading, writing and mathematics. Structured literacy with reading as a priority, has had a positive impact. Since the previous ERO report, National Certificate of Educational Achievement (NCEA) achievement has remained relatively consistent, with a large majority gaining qualifications.

Most teachers have high expectations for students to achieve. Senior students are working to achieve NCEA endorsements. Level 2 and 3 excellence endorsements increased from 2023 to 2024. Over the past three years overall UE attainment has fluctuated and overall shows an improvement trend. Leaders are continuing to build school culture.

Te Reo Māori has been introduced in the junior school and is part of the Year 9 programme. The community and school aspire to extend te reo Māori provision into the senior school. Connections with whānau have been strengthened. NCEA Māori Performing Arts was introduced in 2024.

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.

Most students are engaged, make good progress and achieve well.

In 2024, a large majority of students achieved NCEA Level 1, most achieved Level 2 and a large majority achieved Level 3. Less than a half of students achieved UE. A large majority achieved Level 1 literacy and numeracy. Some gender inequity is evident.

End of year 2024, junior data shows that a large majority of students are at or above their curriculum levels in reading and mathematics, and a small majority in writing. Disparity of outcomes is evident in mathematics for Māori and male students in Years 1 to 8.

A large majority of students made accelerated progress in reading, writing and mathematics in Years 1 to 8, and a small majority in Years 9 to 10.

In 2025, a large majority of Year 10 students gained their NCEA co-requisites in reading and writing and a small majority in numeracy.

Less than half the students attend regularly and the school is behind the Government target of 80% regular attendance. Over time regular attendance is increasing, chronic absence has reduced over time.

Conditions to support learner success

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

Leadership increasingly fosters a culture committed to improving the quality of teaching, and equity and excellence in learner outcomes.

Strategic planning provides clear direction with student achievement targets embedded in the annual implementation plan

The junior school curriculum has a focus on literacy and numeracy providing students with the foundation skills needed in the senior school and beyond.

Leaders and teachers increasingly use effective strategies, such as the Learner Profile and specific goals to support teaching and learning and improve outcomes for students.

Teaching practice is consistent across the school and responsive to students’ learning needs.

Teaching practice is relational and affirming between students and teachers, classrooms have clearly established routines and expectations for learning and achievement.

Teachers use evidence-based and differing teaching strategies to respond to learner needs. Specialist classes provide purposeful and well-paced learning.

Achievement data is used by teachers to closely monitor student progress and identify in a timely way those students requiring additional support.

The Board, leaders and teachers are embedding schoolwide conditions to support student outcomes

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

Relationships between the school and community is positive and purposeful. The recently established whānau group engages with the school, supporting the growth of te reo Māori and tikanga Māori .

Students are offered a wide range of learning through The New Zealand Curriculum , academies, transition-to-work programmes and work experience.

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

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

Review the effectiveness of the stepped attendance response (STAR) attendance plan with a view to expanding for implementation at the start of 2026.

Accelerate the progress of Māori and male learners in areas of the school where disparity is evident.

Accelerate junior student progress in writing to improve achievement at senior level.

Strengthen relationships with whānau and iwi to continue to improve outcomes for Māori learners.

Review the curriculum to ensure that it meets the needs and aspirations of learners and the community.

Actions to bring about improvement

Within three months:

leaders review the current attendance plan and present changes to the Board to action early 2026

leaders and the Board incorporate strategies and targets in the strategic and annual implementation plan to accelerate Māori and male learner progress

leaders and the Board incorporate in the strategic and annual implementation plan strategies and targets to accelerate learner progress in writing

Within six months:

staff undertake professional learning to strengthen practice in writing

leaders present initial findings of the curriculum review to the board

leaders and the Board decide with whānau and iwi , on approaches to engage and partner to influence curriculum design

Every six months:

leaders review the effectiveness of the revised attendance plan and report to the school Board

leaders report to the Board on the progress of Māori and male learners towards targets

leaders report to the Board on the progress of school curriculum developments

Annually:

leaders present analysed attendance data to the Board and adjust the attendance plan as necessary

leaders review and report on the progress of Māori and male achievement and make necessary adjustments to plans and strategies

progress in curriculum development and implementation is reported to the board and community and impact on student outcomes evaluated

leaders report to the Board on the impact of teacher practice on outcomes in writing.

Expected outcomes

Improved regular attendance and further reduction of chronic absence.

Equity of outcome for Māori and male learners.

Improved progress and achievement in writing for Years 1 to 10 learners.

Whānau and iwi actively involved in curriculum and design.

A school curriculum that reflects the aspirations of learners and the community with positive impact on outcomes.

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

12 December 2025

Read this report on ero.govt.nz →