Otaki College

Otaki College

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within six months of the Education Review Office and Ōtaki College working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Ōtaki College is a co-educational secondary school catering for students from Years 7 to 13. The school’s motto is ‘Kia kaha, kia maia, kia manawanui.’ The poupou and tekoteko at the College gate, Maia and Manawanui, are kaitiaki - guardians of all in the College. Te ao Māori and mana whenua are an integral part of the college culture. Ngāti Raukawa ki te tonga kawa underpins practices and ways of learning.

Ōtaki College’s Mahere Ruataki|Strategic Priorities for improving outcomes for learners are:

  • Mā te kimi ka kite, Mā te kite ka mōhio ka mārama - Inspiring ākonga to take every opportunity to succeed.

  • Hauroa - strengthen the ability of ākonga to build resilience, be happy, healthy, have a sense of belonging and enable them to take care of their own hauora.

  • Rangatiratanga - building the capacity to provide high quality, future focussed teaching and learning opportunities that support ākonga focus on achieving their best.

You can find a copy of the school’s strategic and annual plan on Ōtaki College’s website.

ERO and the school are working together to evaluate how deep learning teaching strategies and increased opportunities for learners can make a difference to learner outcomes.

The rationale for selecting this evaluation is:

  • Taiohi Tū Taiohi Ora - to foster young people to be the best they can be, equipped for great futures.

  • Hauora - responding to challenges present for staff and students in addressing the impacts of Covid on wellbeing, learning and attendance.

  • Pūkengatanga - a need to ensure that national changes to curriculum and assessment are integrated successfully into an environment rich in relevant and authentic deep learning experiences, reflecting the values, aspirations and culture of its community.

The school expects to see a learning environment continue flourish in which students have agency for their own learning, where they describe feeling supported in their hauora/wellbeing, increasingly attend school and experience success in a range of educational contexts.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate the impact of deep learning strategies to engage students:

  • a clear focus and direction for the school in which students and teachers benefit from strong leadership, learning partnerships and an ongoing commitment to responsive curriculum

  • kotahitanga - long-standing, meaningful and innovative learning partnerships with local iwi and education providers

  • leveraging progress made with digital equity and capability during Covid lockdowns to embed shared use of learning platforms and digital technologies in teaching and learning practices

  • a common language already in place to describe competencies of creativity, citizenship, critical thinking, communication, collaboration and character and the way these provide the conditions for transformative teaching and learning.

Where to next?

Moving forward, the school will prioritise:

  • educationally powerful partnerships supporting learning that is authentic, meaningful, localised and a collaboration with students and whānau

  • developing a shared language for design and evaluation of learning involving the interrogation of evidence, planning and observation tools

  • evaluation of which aspects of curriculum will best align with the use of digital technologies for learning.

ERO’s role will be to support the school in its evaluation of how deep learning strategies, strong local partnerships and digital technologies contribute to improved outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

27 January 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Otaki College

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of April 2022, the Ōtaki College, School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Ōtaki College, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

27 January 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Otaki College

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

Ōtaki College has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.  The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.

At the time of this review there were eight international students attending the school, and no exchange students.

The school’s internal evaluation process provides reliable information about its provision for international students in terms of student welfare, academic success, and integration. The information is reported regularly to the school’s leadership. The school makes changes to address any issues identified for improvement. 

At the time of the review students interviewed had only been at the College a few weeks, as the international programme is rebuilding post-pandemic, however they reported that they felt welcomed, had made friends, were well looked after and maintained regular contact with staff responsible for their wellbeing.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

27 January 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Otaki College - 08/10/2019

School Context

Otaki College is a co-educational secondary school catering for students from Years 7 to 13. At the time of this review, 47% of the 472 students identify as Māori.

The school’s motto is ‘Kia kaha, kia maia, kia manawanui.’ The poupou and tekoteko at the College gate, Maia and Manawanui, are kaitiaki - guardians of all in the College.

‘On each side accompanying Maia and Manawanui are poupou representing te mana o ngā wahine and te mana o ngā tane. This reminds us all as they pass through the gates that male and female share mana and need to work collaboratively to make a safe and supportive environment that values gender, culture and diversity. Te ao Māori and mana whenua are an integral part of the college culture’. Ngāti Raukawa ki te tonga kawa underpins practices and ways of learning.

Key strategic goals include promoting whānau and community engagement, enabling every student to achieve to the highest possible level, and build on the culture of care-based relationships.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

  • reading, writing and mathematics
  • wellbeing and engagement
  • other learning areas and co-curriculum activities.

The school is an active member of Te Reanga Ipurangi Educational Trust and the Ōtaki Community of Learning | Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school successfully promotes excellent outcomes for many learners.

Most students, including Māori, leave school having attained National Certificate of Educational Achievement (NCEA) Level 2. Fewer than half the students achieve Level 3. This data is consistent over time. Boys do not achieve as well as girls at levels 2 and 3 of NCEA. School data shows that almost all students, including Māori, leave to further education, training or employment.

Year 7 students have their literacy and mathematics knowledge and skills clearly identified on entry with data indicating there are many students achieving below expected levels of learning. Māori and boys, overall, achieve at lower levels.

Student progress is well tracked and monitored across Years 7 to 10. Leaders report that most of these students achieve at or above expectations in their respective learning areas by Year 10.

Students with additional learning needs are well supported to participate, progress and successfully achieve in relation to appropriately developed plans.

Learners achieve well across the school’s broader valued outcomes. Students show a strong sense of belonging and contribute to the wider life of the school through sports, cultural activities, leadership and service.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

School leaders report they successfully accelerate the progress of most target students, including Māori, in writing and mathematics.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Students benefit from the school’s broad-based curriculum that provides many opportunities for them to participate and celebrate success in a wide range of academic, sporting, cultural and leadership activities. Pathways, including tertiary programmes, Gateway, STAR and Industry Training Organisation courses, provide useful options for senior students who receive sound careers advice and guidance. Culture, language and identity are valued and integrated across the school. Students and whānau have a strong sense of belonging.

An appropriate range of assessment tools and transition information from contributing schools is well used to gather baseline data about students as they enter the College. Students in need of additional support are well identified and information, including possible strategies and approaches, is usefully shared with teachers. Each learner’s progress is tracked and monitored throughout their time in the school. Appropriate supports are in place to mentor and provide guidance to students at all levels.

Leaders and trustees are driving the vision for the future growth of teaching and learning. They forge powerful learning partnerships with parents, whānau, iwi and the wider community. Local businesses and industry work collaboratively with College staff to provide a range of opportunities for students to gain experience and develop skills. Hāpu and Ngati Raukawa ki te tonga iwi representatives work closely with leaders and trustees to represent and reflect Māori aspirations and perspectives and improve outcomes for Māori students.

Strong leadership at many levels provides well aligned systems and promotes high expectations for positive student outcomes. A range of systems and processes are in place to promote student wellbeing. Student voice, including anonymous surveys, provides important feedback on many aspects of school operation. Students benefit from the strong schoolwide focus on inclusion. Relationships amongst students and teachers are generally positive and respectful. Staff are well supported to respond effectively to the diverse needs of students.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Leaders and trustees are reflective and use a range of information and research to inform strategic direction and developments in school operations. Trends and patterns are well identified. It is now timely to enhance decision making by adopting a more formal approach to evaluation. This would look more closely at the impact of programmes and initiatives on student outcomes, what is or is not working, why, so what and where to next. Clearly identifying expected outcomes and deciding how success will be measured at the initial planning stage should assist with the regular evaluation of progress and the effectiveness in promoting improved student learning.

School charter targets are appropriately set to accelerate the progress of priority students in aspects of literacy and mathematics. Better use should be made of available data and information to more frequently track, respond and report on the rate of progress of priority learners.

3 Other Matters

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review, there were 15 international students attending the school.  A small school group of 14 students from Japan were on a brief visit during the review.

ERO’s investigations confirmed that the school’s self-review process for international students are appropriate. Sound systems, processes and practices guide provision for these students. Orientation into the school is well planned. They are provided with access to appropriate learning experiences, including programmes to cater for their language needs. Careful tracking of each student enables staff to monitor progress and to support their wellbeing. 

4 Board Assurance on Legal Requirements

Before the review, the board 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 the following:

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

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Ōtaki College’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • strong systems and processes that support student wellbeing
  • a curriculum that promotes student engagement and achievement
  • effective partnership with hāpu, iwi and the wider community.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • strengthening internal evaluation to more deeply inquire into data, evaluate the impact of new programmes and promote improvement
  • monitoring, tracking and responding to the rate of progress for students at risk of not achieving to support their accelerated learning.

Dr Lesley Patterson

Director Review and Improvement Services

Te Tai Tini Southern Region

8 October 2019

About the school

Location

Ōtaki

Ministry of Education profile number

240

School type

Secondary (Years 7 to 13)

School roll

472

Gender composition

Male 51%, Female 49%

Ethnic composition

Māori 47%
NZ European/Pākehā 38%
Asian 7%
Pacific 3%
Other ethnic groups 5%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2019

Date of this report

8 October 2019

Most recent ERO report(s)

Education Review October 2016
Education Review November 2013

Otaki College - 05/10/2016

Findings

Students and whānau have a strong sense of belonging to the college. Ngāti Raukawa ki te tonga kawa underpins practices and ways of learning. The curriculum responds effectively to students' interests and ambitions, enabling them to successfully gain national qualifications. Further increasing literacy and mathematics achievement in Years 7 to 10 is a continuing priority.

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

1 Context

What are the important features of this school that have an impact on student learning?

Otaki College is a co-educational secondary school catering for students from Years 7 to 13. At the time of this review, forty six percent of the 412 students identify as Māori.

Te ao Māori and mana whenua are an integral part of the college culture. Ngāti Raukawa ki te tonga kawa underpins practices and ways of learning. Students and whānau have a strong sense of belonging.

Student success in a variety of areas is identified, shared and celebrated. The school tone is settled and focused on positive outcomes for all. Senior students have many opportunities to participate in leadership roles.

The extended college motto - Kia kaha, kia maia, kia manawanui - prioritises collaboratively building a safe and supportive environment that values all members of the college community. A culture of care and mana-enhancing relationships between staff, students, whānau and the wider community has been established.

The relationships built within the college and with wider learning communities, tertiary providers, businesses and iwi organisations strongly support student learning, achievement outcomes and wellbeing.

The college has responded positively to the findings of the November 2013 ERO report. There is a considered approach to change management for ongoing school improvement.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Achievement information is generally used well to make positive changes to student learning.

In 2015 the school reported that approximately 60% of students in Years 7 and 8 were at or above in relation to the National Standards. Reading achievement (66%) was higher than writing and mathematics. Overall results slightly declined from those in 2014. Māori and non-Māori as groups achieved at similar levels. A significantly greater proportion of females reached National Standard literacy levels than males. Improving male reading and writing outcomes is an ongoing focus.

Increasing overall levels of literacy and mathematics achievement continues to be a priority. There is an understanding of the rates of acceleration necessary in the middle school (Years 7 to 9) to improve access to the senior curriculum. Teachers are working in association with contributing schools to ensure more effective transition to support engagement and progress. Professional learning is building individual teacher capacity to support literacy and mathematics improvement in Years 7 to 10.

A range of assessment tools support National Standard judgements. More consistent judgements have resulted from improved moderation and the monitoring carried out by curriculum leaders. Consistency would be further supported by documenting expectations for making overall teacher judgements about students' achievement.

School leaver data in 2015 shows significant improvement in all indicators. The number of students remaining at school until they were at least 17 increased markedly. Eighty six percent of all leavers had gained National Certificate of Achievement (NCEA) Level 2 or higher. Māori and male leavers achieved at similar levels to non-Māori and females respectively. The number of those leaving with at least NCEA Level 3 has also greatly improved. School data exceeds national comparisons on each of these measures. Almost all students who complete Year 13 achieve at least NCEA Level 2.

School leaver outcomes in 2015 reflect the ability of the curriculum to:

  • respond effectively to the interests and ambitions of students in the senior school
  • allow students to successfully gain New Zealand Qualifications Framework (NZQF) qualifications.

Although there has been a significant increase in NCEA Level 3 achievement since the previous ERO review, Level 1 and 2 NCEA results for Year 11 and 12 students respectively remain areas for further improvement, especially for males. The school is focused on ensuring Year 11 Māori student achievement of NCEA Level 1 consistently improves overtime.

Appropriate annual targets are based on the board’s expectation that every student is given the opportunity to achieve at their highest possible level and that all will leave with at least NCEA Level 2. Analysis of schoolwide data informs decision-making.

Targets set in 2016 for Years 7 to 10 focus on accelerating the progress of students at risk of underachievement in literacy and mathematics. In Years 11 to 13, targets aim to increase the number of certificate endorsements and also NCEA Level 3 and UE achievement for Māori students.

Students at risk of not meeting academic expectations are identified in Years 7 to 13. Leaders and teachers know the names, needs, strengths and interests of the students that need to make the most progress. Actions are put in place to support individual progress or the likelihood of gaining national qualifications. These include effective tracking systems.

In 2016, systems are in place to allow teachers and curriculum leaders greater involvement in monitoring the progress of target students. This is helping to better inform teaching and support programmes.

School leaders and ERO agree that there should be a more deliberate and explicit approach to achieving the acceleration targets, particularly in Years 7 to 10 through:

  • continuing to strengthen parent and whānau partnerships that support learning
  • ensuring actions are focused on specific identified needs
  • improved tracking and monitoring of target students
  • curriculum area and board reporting that demonstrates progress toward achievement challenges and evaluates the impact of actions put in place.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The Otaki College curriculum is effective in promoting learning, engagement and achievement.

The school’s clearly articulated and shared values provide a framework that gives students a broad range and depth of opportunities in which to participate and experience success. Extensive systems and programmes effectively support pastoral care, a positive school culture and student wellbeing conducive to student learning. ROAR values of Respect, ŌC Pride, Active learner, Responsibility clearly underpin all aspects of the school life.

Review in 2012 prompted significant changes to the curriculum. Future-focused, connected, lifelong learning is supported by relevant pathways through and beyond the school. Further consideration is now being given to how well the Years 7 to 10 curriculum provides the foundations for later success. Ongoing review of junior and senior curriculum provision, through for example the change team, should continue to promote its effectiveness.

Students’ choice and range of options in the senior school has substantially increased. The senior school curriculum is increasingly responsive to student interests and aspirations. Traditional learning areas have been complemented by the introduction of secondary tertiary partnerships.

Links with local industry, businesses and tertiary education providers extend students’ learning and employment pathways. Student involvement in these programmes has led to a significant improvement in engagement, retention and NCEA results. The school continues to initiate further links with the community and tertiary institutions that will continue to increase curriculum opportunities available for students.

A number of recent initiatives involving all year levels link to environmental sustainability. An inquiry-based learning approach in Years 7 to 9 is increasing opportunities for students to develop attributes, skills and knowledge through contexts of high interest to them.

Students receive appropriate careers support and advice to assist determine their learning choices. The college is beginning to extend its use of the Ministry of Education Vocational Pathways tool to provide a clearer framework to show how individual students' learning and achievement success can contribute to further education and work. Increased involvement of parents and whānau as partners is enhancing students' decision making for purposeful future-focused options.

The school has identified developing student ownership of learning as a focus across all year levels. Increased use of digital technologies is supporting this through:

  • encouraging interdependence with other learners
  • development of e-portfolios for student reflection and teacher feedback
  • sharing real-time assessment data with parents and whānau
  • increasing collaboration amongst teachers.

A range of learning and social programmes support students who require additional learning support. Programmes coordinated by the special education needs coordinator, that include use of the learning support centre, assist individual students to experience successful, relevant learning.

Student, parent, whānau, hapū, iwi and community voice are valued. Their views contribute to review and development of curriculum and college practices. A range of strategies suitably support effective communication and engagement with parents and whānau.

How effectively does the school promote educational success for Māori, as Māori?

Trustees and school leaders effectively promote success for Māori students as Māori. School leaders demonstrate understanding of mana whenua and display a responsibility to iwi for their learners.

A solid foundation of good practice contributes positively to Māori learners’ academic progress and to valuing and promoting their unique culture, language and identities. Māori student leadership is encouraged and promoted.

Reciprocal and responsive relationships (whakawhanaungatanga) are prioritised and are an integral part of college culture. A high level of involvement from parents, whānau and iwi contributes positively to Māori learners’ ongoing progress and to their further education and employment opportunities.

Māori students’ holistic development is nurtured by staff, whānau and the wider community. Innovative programmes target Māori learners identified as requiring additional assistance to engage fully in their education. Te Kawa o te Ako (relationship-based teaching and learning) and mana enhancing practices encourage an environment supportive of learning.

There is a relentless focus on the ongoing development of the college curriculum to respond effectively to the aspirations of Māori learner’s culture and identities. Students from Māori immersion backgrounds are effectively transitioned into the college and their progress is closely monitored.

Progress of Māori students is shared with Te Kahui Matua (Whānau Advisory Roopu). The roopu provides advice and feedback and is actively involved in determining the strategic direction of the college with a strong focus on educational success for Māori.

4 Sustainable Performance

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

Otaki College is well placed to sustain and improve its performance.

The charter clearly states the vision and key values of the college. It provides direction through its identified objectives and education priorities. These reflect the diversity of the community and value Ngāti Raukawa ki te tonga kawa. Trustees are committed to the vision.

Detailed reporting by the principal and other staff to the board focuses on student achievement, wellbeing and relationships with parents, whānau and the community. Trustees are well informed about progress towards achievement expectations in literacy and mathematics and national qualifications. Curriculum leader reports add detail as to how specific learning areas are promoting student outcomes.

Collaborative college leadership effectively develops and enacts the school’s vision, values and priorities for achievement. They build relational trust, effective participation and partnership. The planned approach to change includes distributing leadership opportunities to assist build the school’s capacity to be more responsive to learners.

The appraisal process for teachers has been reviewed since the previous ERO review. It is based on collecting evidence within reflective portfolios and supporting teacher improvement. The well-documented process encourages increased collaboration with colleagues in relation to teaching and learning through sharing reflections and involvement in professional learning groups. Senior leaders and teachers should:

  • continue to build a shared understanding of high quality practice for the various elements identified as contributing to appraisal
  • ensure the appraisal process is robustly carried out.

Curriculum and other middle leaders are well supported to reflect meaningfully on programmes and processes. Key areas to improve student achievement and wellbeing are identified. A focus on evidence-driven decision making is evident. There is a readiness to use new approaches. Principal and wider school involvement with a number of schooling and community initiatives and forums contributes to extending opportunities for students.

Understanding and use of evaluation should continue to be strengthened schoolwide to build evaluative capacity and further contribute to sustained progress over time.

Provision for international students

The college is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with and meets all aspects of the Code.

At the time of this review there were 14 international students attending the college. They are mostly from Germany and South-East Asia. Students’ length of stay varies from a few weeks to several years.

Processes for orientation to the school provide students and their families with good information. Systems for identifying and responding to individual strengths and interests are in place. English language learners receive appropriate tuition to build their capability.

International students receive good quality pastoral care and support. The promotion of wellbeing is a strong focus. Students' homestay accommodation is well supported and closely monitored.

Care is taken to provide suitable, relevant courses that reflect the interests, needs and aspirations of students and their families. Students who are focused on academic outcomes are encouraged to strive for success in the NCEAs. Many international students are involved in the college’s outdoor education programme.

International students benefit from positive, respectful relationships. They are encouraged to participate in a range of school activities and opportunities in the wider community. There are opportunities to share their cultures with other students.

Strengthening self-review processes will support the college to continue to make positive changes that further benefit international students.

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.

Conclusion

Students and whānau have a strong sense of belonging to the college. Ngāti Raukawa ki te tonga kawa underpins practices and ways of learning. The curriculum responds effectively to students' interests and ambitions, enabling them to successfully gain national qualifications. Further increasing literacy and mathematics achievement in Years 7 to 10 is a continuing priority.

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

Joyce Gebbie

Deputy Chief Review Officer Central

5 October 2016

About the School

Location

Otaki

Ministry of Education profile number

240

School type

Secondary (Years 7 to 13)

School roll

412

Number of international students

14

Gender composition

Female 50%, Male 50%

Ethnic composition

Māori

Pākehā

Asian

Pacific

Other ethnic groups

46%

40%

7%

6%

1%

Review team on site

August 2016

Date of this report

5 October 2016

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

November 2013

October 2010

November 2007