Omanaia School - 28/02/2019


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

1 Background and Context

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

Omanaia School in the Hokianga provides education for students from Years 1 to 8. The school has a roll of 33 students, mainly of Māori descent. The local people are of Ngāti Kaharau and Ngāti Hau hapū and affiliate to Ngāpuhi.

The 2016 ERO report identified a number of areas the school needed to address. These included making the transition from mainstream to a bilingual approach, developing Marautanga o Aotearoa assessment processes and establishing effective teaching practices. Because of concerns in these areas, ERO decided to continue monitoring the school’s progress through a longitudinal review process.

Over the last two years significant work has resulted in good progress. This progress supports the philosophy and approach to learning that hapū and iwi expect the school to promote.

2 Review and Development

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

Priorities identified for review and development

Priorities for development identified during ERO’s 2016 review included:

  • developing and implementing a school curriculum that aligns with Te Marautanga o Aotearoa (TMoA)
  • implementing assessment practices
  • implementing effective teaching practices to accelerate student progress
  • establishing effective internal evaluation across the school.


Implementing Te Marautanga o Aotearoa (TMoA)

There has been a dedicated approach to the implementation of TMoA. The school’s curriculum design is responsive to the aspirations of students, whānau, hapū and iwi. Together they have identified authentic and meaningful contexts for learning, and the environmental conditions required for children to learn. The curriculum emphasises students’ identity as Māori and connectedness with their lives outside school, and with hapū and iwi events, local history and Ngāpuhitanga.

Assessment practices

Teachers have undertaken effective professional learning about teaching and assessment practices. They have implemented new assessment tools. These continue to be further modified to support the implementation of TMoA and to help teachers provide positive outcomes for children.

Most students in the school have had less than two years in total immersion learning. Their achievement outcomes progress steadily during their time in this setting. Appropriate systems are in place for data management. The principal analyses student achievement well to identify next steps to support learning progress.

Good analysis of data about the acquisition of te reo Māori begins at enrolment. Students’ progress is tracked as they develop and become more fully immersed in te reo over time.

Effective teaching practices

Teachers' effective practices demonstrate their commitment to responding to children’s cultural identity, learning needs and life experiences. Formative teaching practices are used well.

The concepts of whanaungatanga, manaakitanga, wairuatanga, kotahitanga, whakapapa, hapū and iwi connectedness are integrated across the breadth of the school’s curriculum.

The school environment reflects teachers’ holistic and bicultural approaches, and students’ learning and pride in language, culture and identity. Tuakana/teina practices strongly support relational teaching and learning.

Internal evaluation

The board and staff have implemented a strategic approach to ongoing improvements. Good internal evaluation processes are in place to guide strategic development. The implementation of TMoA has been evaluated and this process is ongoing.

The principal has revised the student reporting format to make student outcomes clearer for parents. The board and principal will continue to improve processes across all school operations as they continue to build internal evaluation across the school.

Key next steps

The principal’s appraisal identifies some key next steps to continue growing school leadership practices. The board should consider prioritising some of these goals for 2019 to ensure they are progressed diligently. The board should also consider continuing to use an external appraiser for the principal. A robust performance management agreement would support the principal to meet and sustain the board’s high expectations.

The board has implemented some processes for internal evaluation. They are continuing to strengthen these by implementing a schedule for evaluation across all school operations. This scheduling should help prioritise areas that require further improvement.

3 Sustainable performance and self review

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

The school is well placed to sustain and continue to improve and review its performance.

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
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.


The principal and board have made significant progress in implementing Te Marautanga o Aotearoa, assessment and teaching practices to support total immersion teaching and learning. The school continues to improve student achievement. Internal evaluation processes continue to be improved across school operations.

4 ERO’s Overall Judgement

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

Steve Tanner Director Review and Improvement Services Northern

Northern Region

28 February 2019

About the School


Omanaia, Northland

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Girls 19 boys 14

Ethnic composition



Special Features

Bilingual/Immersion classes

Review team on site

November 2018

Date of this report

28 February 2019

Most recent ERO report(s)

Education Review
Education Review
Supplementary Review

May 2016
June 2013
June 2010