Reporoa College - 05/10/2018

School Context

Reporoa College is rural co-educational secondary school catering for students from Year 7 to 13 and is situated in the Reporoa township. The current roll of 211 includes 123 students who are of Māori descent. The roll has declined since the last ERO review in 2015.

The college has very strong links with the local iwi, Ngāti Whaoa and Ngāti Tahu.

The school vision of ‘small school, big achievements’ underpins its philosophy of learning and success. The mission statement being ‘through quality teaching and learning, Reporoa College provides a differentiated and responsive curriculum that meets the educational needs and aspirations of all.’ The core values for the school are:

  • aim high – whāia te iti kahurangi

  • show respect – me whakaute tētahi ki tētahi

  • dare to care – kia kaha te manaaki

  • and lead the way – kia rangatira te tū.

The previous principal resigned in December 2017 and a long-standing deputy principal is currently acting principal. A new principal has been appointed and takes up this position in Term 3, 2018. Trustees, including the chairperson, were newly elected in the 2016 election and a Māori representative was co-opted on to the board.

The school is part of the Reporoa Community of Learning| Kāhui Ako.

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

  • reading, writing and mathematics

  • achievement within the New Zealand Qualifications Framework

  • student attendance.

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 is not achieving equitable and excellent outcomes for all of its students. Data gathered for Year 7 and 8 during 2017 shows the majority of these students were at expected curriculum levels in reading, writing and mathematics. The pattern of achievement from 2015-2017 indicates a decline in reading. Levels of achievement in writing and mathematics remained the same, and there was significant improvement for Māori in writing.

Over the last three years there has been significant disparities of achievement between Māori and Pākehā students in Years 7 and 8. In addition, girls are achieving at significantly higher levels than boys in reading and writing, and more recently, at similar levels in mathematics.

The school is yet to collate and analyse school-wide data about the achievement of Year 9 and 10 students.

Overall, the school’s 2017 National Achievement of Educational Achievement (NCEA) roll-based achievement data shows that the majority of students gained their NCEA in Levels 1 and 2, and less than half of students gained Level 3. There has been a pattern of ongoing significant disparity over time at Level 1, Level 2 and Level 3 NCEA where Pākehā students out perform their Māori peers and girls achieve at higher levels than boys.

The 2017 NCEA data also shows higher levels of merit endorsement in Level 2 compared to Level 1 and Level 3. Most students at Level 1 gained their literacy requirements and almost all students achieved their numeracy requirements.

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

The school is not effectively accelerated learning for those Maori and other students at risk of not achieving in all the three areas of reading, writing and mathematics. However, Data gathered by the school between 2014 and 2017 shows a significant proportion of students made accelerated progress in some of the three areas of reading, writing and mathematics. Data is been collated and analysed to show rates of accelerated progress separately for reading, writing and mathematics and specifically for students whose learning is at-risk.

The school is able to show a broad picture of accelerated progress for most at risk learners from the beginning of Year 9 to the end of Year 12. Leaders have now analysed the rate and extent of acceleration of those students.

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?

The school has developed a responsive approach to curriculum design. A number of multi-level NCEA courses provide a flexible, individualised approach to learning pathways for students. Throughout the school there is appropriate coverage of the breadth and depth of the New Zealand Curriculum. This curriculum framework supports the interests and strengths of students.

Clear systems and processes enable staff to identify and support students with additional learning needs. Well defined, inclusive practices support the wellbeing and learning of these students. Robust processes to identify and plan individual programmes for many of these students are well embedded. Close monitoring of student progress and responsive relationships with external support agencies ensure a range of relevant support interventions are provided for students. There is an effective team approach to support and challenge students with additional needs.

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

There are several key school-wide processes that need development. In order to achieve equity and excellence, priority must be placed on strengthening the following processes:

School-wide management and use of achievement information. Leaders need to:

  • develop annual targets that focus on accelerating progress for all students whose learning is at risk
  • report regularly to trustees about rates of progress in relation to these targets
  • ensure alignment of school processes and practices with a focus on accelerating progress including teacher professional learning and development, resourcing, goals in teachers appraisal and curriculum development priorities
  • develop an approach to internal evaluation that focuses on the overall effectiveness of teaching and learning programmes for these students
  • clearly define achievement and acceleration across the curriculum.

Leadership for learning to develop and implement consistent teaching and assessment practices requires strengthening. Senior leaders need to:

  • define clear expectations for effective teaching practice that provide a baseline for ongoing teacher development and consistency of practice school wide
  • establish a coherent approach to targeted planning, teaching and monitoring for all students whose learning is at risk
  • make effective use learning progressions across the NZC to inform teaching and assessment, particularly at Year 7-10.

Culturally responsive and relational pedagogy practice needs to be embedded. Leaders and teachers need to raise the presence and visibility of te reo and te aō Māori across the school.

3 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 Vulnerable Children Act 2014.

Actions for compliance

ERO identified non-compliance in relation to annual reporting, physical restraint of students, appointment processes and requirements for hosting International Students.

In order to address this, the board of trustees must:

  • ensure the annual report is consistent with the legislative requirements
    [section 87AB Ed. Act 1989]
  • develop policy and procedures for the physical restraint of students
    [sections 139AB to 139AE Education Act ‘89]
  • complete the requirements for hosting international students and reinstate being a signatory to the Code of Practice for Pastoral Care of International Students
    Code of Practice for Pastoral care of International Students]
  • fully implement robust appointment processes.
    [section 77A State Sector Act; Good practice; MoE Guidelines]

Provision for international students

The school has not signed as a signatory to the Code of Practice established under section 238F of the Education Act 1989. The school has not attested that it complies with all aspects of the code. Education (Pastoral Care of International Students) 2016.

4 Going forward

Key strengths of the school

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

  • a responsive curriculum that engages students in purposeful learning
  • an inclusive culture for learning that supports and enables at-risk learners to experience success.

Next steps

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

  • effective teaching practice to raise achievement and accelerate progress, particular for students who are at risk of underachieving

  • informed leadership for learning to build teacher capability, and improve outcomes for learners

  • closer scrutiny and use of data to inform internal evaluation, enabling leaders and trustees to identify what is working well for students and where improvements are needed

  • targeted planning to accelerate learning
    [ERO will monitor and discuss progress with the school]

  • internal evaluation processes and practices.
    [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO recommends that the New Zealand Qualifications Authority, as Administrator of the Education (Pastoral Care of International Students) Code of Practice 2016, follows up with the school its resigning of the Code of practice and implementation of their policies and support structures to support the hosting of International Students and resigning the code of practice.

ERO’s next external evaluation process and timing

ERO intends to carry out a process of ongoing external evaluation to support development over the course of one-to-two years.

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

5 October 2018

About the school



Ministry of Education profile number


School type

Secondary (Years 7 to 13)

School roll


Gender composition

Boys 49% Girls 51%

Ethnic composition

Māori 58%
Other 3%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

June 2018

Date of this report

5 October 2018

Most recent ERO report(s)

Education Review May 2015
Education Review November 2012