Ohope Beach School - 20/10/2011

1. Context

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

Ohope Beach School is situated in the Eastern Bay of Plenty. The roll has remained stable in recent years and currently 15% of students identify as Māori. Since the last ERO review in 2008, there has been a new principal appointed and a new board elected. The school is in the early stages of a considerable remedial property programme.

The experienced leadership team is focused on implementing the schools vision of 'Dream Believe Achieve'. This mantra is well embedded in all aspects of school life. Staff are working effectively to create and maintain a high quality learning environment that gives each student the opportunity to realise their potential.

2. Learning

How well are students learning – engaging, progressing and achieving?

The majority of students are achieving at or above the relevant National Standard in reading, writing and mathematics. Data is gathered using a wide range of nationally referenced assessment tools and teacher observation. Teachers and syndicate leaders are using this information to monitor the progress and achievement of individuals and groups of students. Students set goals in discussion with their teacher and share these and their achievements with families at student-led conferences. Data is well used schoolwide to inform strategic and annual planning, establish and monitor targets, and assist in the allocation of resources and teacher aide support. Mid-year reports inform parents in clear language how students are progressing against National Standards. School leaders are working to rationalise assessment systems to more effectively align with National Standards.

How well does the school promote Māori student success and success as Māori?

Māori students are achieving at comparable levels to their non-Māori peers. Trustees, school leaders and staff place increasing value on reflecting the language, culture and identity of Māori students and their whānau. There are specific strategic goals for enhancing relationships with local iwi. Te reo and tikanga Māori have an important and highly visible place in daily school life.

3. Curriculum

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

Class programmes effectively support student learning, engagement and achievement. The school’s vision, values and inquiry learning process are well established and widely used. There is a clearly expressed literacy and numeracy focus across the curriculum. School leaders recognise, and ERO agrees, there is a need to continue developing an overarching curriculum plan that gives a clear overview showing how all areas of the curriculum are linked and interconnected.

Students benefit from consistently high quality teaching across the school. Teachers are enthusiastic, collegial and share a collective responsibility for all students. There are effective programmes and support for students with identified learning needs, as well as those with particular gifts and talents. Classroom environments are stimulating with extensive displays celebrating students learning and achievements.

4. Sustainable Performance

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

The school is well placed to sustain and improve its performance. Factors influencing this include:

  • a committed and enthusiastic board of trustees who are consulting widely in the development of the school’s new strategic plan
  • effective leadership from senior staff and syndicate leaders
  • the positive, affirming and highly supportive school culture that is inclusive and welcoming
  • high levels of parent participation in school activities and events
  • extensive self review at all levels of the school
  • staff being highly reflective practitioners.

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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

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

Richard Thornton

National Manager Review Services

Northern Region

20 October 2011

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)



School roll


Gender composition

Boys 54%

Girls 46%

Ethnic composition

NZ European/Pākehā

NZ Māori

Other European






Review team on site

August 2011

Date of this report

20 October 2011

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2008

August 2005

May 2002

[1] School deciles range from 1 to 10. Decile 1 schools draw their students from low socio-economic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides.