Omakere School - 01/12/2017


Omakere School is an inclusive and positive environment for students. Involvement of families, whānau and the wider community is valued. Areas for development identified in the 2016 ERO report have been purposefully addressed. The school is well placed to sustain improvements and continue to further develop practice to address their identified priorities. 

ERO is likely to carry out the next review in three years.

1 Background and Context

What is the background and context for this school’s review?

Omakere School is situated in Central Hawkes Bay, east of Waipawa. The school has experienced significant roll growth since 2016. There are 52 students currently enrolled in Years 1 to 8, of whom 21 are Māori.

The school appointed a new principal at the beginning of 2016. All teachers are new to the school and there have been significant personnel changes to the board of trustees.

The school has taken a well-planned approach in addressing the areas identified for development in the March 2016, ERO report. An action plan was developed in conjunction with the Ministry of Education. The principal and board regularly monitored improvements toward their identified goals.

The school is involved in the Te Angi Angi Community of Learning|Kāhui Ako and works as part of a local schools cluster.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The March 2016, ERO report recommended that trustees, the principal and teachers:

  • strengthen the use of assessment information to better target, monitor and report student progress and achievement
  • improve the dependability of moderation practice to ensure the reliability of overall teacher judgements in relation to the reporting of National Standards
  • review and fully document the school curriculum and include provision of a second language option for students in Years 7 and 8
  • develop te ao Māori across the curriculum in consultation with Māori whānau
  • build teacher inquiry to better evaluate the impact of their practice in relation to student outcomes
  • strengthen governance capability, update the school charter and ensure policies and procedures meet legislative changes.


The school has strengthened the use of assessment information to better identify, track and report student progress and achievement. Individual education plans are suitably developed for students identified with additional or complex learning needs. These specify relevant learning goals in collaboration with families and external agency involvement.

The teaching as inquiry process has a suitable emphasis on target students. This assists teachers to focus on individual student needs and better understand the impact of strategies used to accelerate student achievement. As next steps, the school should:

  • refine schoolwide achievement targets to focus on those students requiring accelerated achievement, especially boys literacy
  • strengthen alignment of teaching strategies from the school's effective teacher guidelines to the teacher inquiry process.

Further planned changes should support the school to better align evaluation of identified actions and agreed strategies to students requiring their achievement to be accelerated.

Expectations for moderation of achievement information in relation to the National Standards are clearly outlined. An appropriate range of assessment tools is used to encompass the scope of student learning and achievement. Implementation of the Progress and Consistency Tool (PaCT) in writing has improved the reliability of National Standards' reporting. Continuing to seek further opportunities to moderate externally with other schools, especially in reading and mathematics, should further strengthen moderation practice.

Written reporting to parents has been reviewed and improved. Shared information is useful, relevant and timely. Digital portfolios are being introduced to extend students’ ability to highlight their curriculum involvement and share their achievements with their parents and whānau.

The vision and valued outcomes of the school community have been suitably included in development of the localised curriculum. Curriculum statements in reading, writing, mathematics and science are comprehensive, providing clear expectations for teaching and learning. A broad range of experiences promotes positive student engagement in learning.

The school has strengthened the inclusion of te ao Māori in the curriculum. Ongoing development shows careful consideration clearly linked to the aspirations gathered from Māori whānau. The introduction of a te reo Māori programme and the inclusion of students in local Ngati Whai celebrations reflect and value Māori learners' culture, language and identity. Further planned developments to establish a learner profile with Māori whānau and increase the use of culturally relevant contexts across the curriculum are purposeful next steps.

Trustees show strong commitment to the provision of effective and sustainable governance practice. Development of an annual work plan ensures policy review to meet legislative requirements. Improved reporting of achievement information supports trustees' ability to target resourcing aligned to the needs of students. Strategic and annual planning reflects the school priorities. Community involvement is valued, with relevant opportunities for them to share their views and actively engage at school.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

Improved systems and processes are in place, supporting the school to be better placed to sustain and continue to improve its performance. Strengthened assessment practice is ensuring a deliberate focus on those learners whose achievement needs accelerating. Improved articulation and documentation of the school curriculum promotes a collective understanding of agreed practice by staff and ensures students experience a wide range of experiences.

Continuing to develop internal evaluation should ensure staff and trustees can determine how well changed practice meets their identified priorities.

Trustees and the principal agree to develop more targeted planning to accelerate progress for learners. They should discuss progress with ERO.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.


Omakere School is an inclusive and positive environment for students. Involvement of families, whānau and the wider community is valued. Areas for development identified in the 2016 ERO report have been purposefully addressed. The school is well placed to sustain improvements and continue to further develop practice to address their identified priorities.

ERO is likely to carry out the next review in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

1 December 2017

About the School


Waipawa, Hawkes Bay

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Male 32, Female 20

Ethnic composition



Review team on site

September 2017

Date of this report

1 December 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

March 2016
October 2012
December 2009