1 Mabey Road , Okiwi
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Okiwi School is a full primary school located on Aotea, (Great Barrier Island), in the rohe of Ngati Rehua Ngati Wai ki Aotea. The school’s roll is 31, 65% of whom are Māori. The school’s vision is to provide education which reflects the relationship to the environment and the community, in particular the marae at Motairehe and Kawa and the values of Awhinatanga, Manaakitanga,Whanaungatanga.
A new principal and presiding member were appointed during Term 4, 2024.
ERO and the school have been working together to evaluate the effectiveness of professional learning and development in mathematics and literacy on the use of teaching and learning strategies which raise achievement for all ākonga.
During the course of the evaluation, it was found that systems and processes had not been adequately maintained effectively to show learner progress, achievement and attendance. The school has set targets for 2025 to accelerate achievement, increase the use of digital technologies and further increase whānau partnerships.
| How well are learners succeeding? | The school is working towards high levels of success and progress for all learners. |
| What is the quality of teaching and learning? | Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have some opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | The school is establishing planning and conditions that support improvements in the quality of education for learners. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school is taking steps to improve learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
The school is behind the target of 80% regular attendance.
The school is yet to have a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Okiwi School has a strong and long-standing relationship with whānau, hapu and iwi; learners demonstrate a strong sense of identity, connection and belonging.
Teachers know their learners well and effectively engage them in purposeful learning; te ao Māori is woven throughout the teaching and learning.
Teaching and learning programmes reflect the local Okiwi and Aotea context in ways that build on learners’ experiences, knowledge and understanding.
New leadership in the school and on the Board is leading to significant progress in a short amount of time; the principal is leading the implementation of new literacy and mathematics requirements.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Yes
Yes
Yes
Yes
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Sharon Kelly
Acting Director of Schools
27 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 12 months of the Education Review Office and Okiwi School 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
Okiwi School is a full primary school located in the north of Great Barrier Island (Aotea), in the rohe of Ngati Rehua Ngati Wai ki Aotea. The school’s vision is for localised curriculum which reflects the relationship to the environment and the community, in particular the marae at Motairehe and Kawa.
The school has a kaitiaki relationship with the environment at Okiwi Park alongside Auckland Council and Okiwi Conservation Park in conjunction with the Department of Conservation. This is nurtured through the daily nga mahi ki waho programme. The school is funded for level 3 te reo Māori provision.
Okiwi School’s strategic priorities for improving outcomes for learners are to:
work in partnership with whānau to increase ākonga engagement and achievement
nurture the wellbeing/hauora of ākonga to achieve their potential
use assessment practices and tools to identify ākonga needs and to develop and implement appropriate teaching and learning strategies.
You can find a copy of the school’s strategic and annual plan on Okiwi School’s website.
ERO and the school are working together to evaluate the effectiveness of professional learning and development in mathematics and literacy on the use of teaching and learning strategies which raise achievement for all ākonga.
The rationale for selecting this evaluation is:
a commitment to continued improvement in teacher practice to further enhance achievement
teachers continue to have professional learning and development in mathematics and literacy.
The school expects to see:
all ākonga make accelerated progress to achieve their potential
ākonga making full use of digital technologies to access their learning
further partnership with whānau to increase ākonga participation and success in school.
The school can draw from the following strengths to support its goal to evaluate the effectiveness of professional learning and development in mathematics and literacy on the use of teaching and learning strategies which raise achievement for all ākonga.
well-established connections and relationships with mana whenua to support learning
Māori ākonga are well-supported to achieve success with a strong secure sense of their cultural identity
a curriculum which is adaptive and responsive to both te ao Māori and to the local environment
Moving forward, the school will prioritise:
incorporating the Aotearoa New Zealand Histories curriculum as part of the local curriculum
enriching and embedding the use of achievement information to inform teaching and learning
continuing to promote and enhance the use of te reo and tikanga Māori in all areas of learning
continuing to participate in professional learning and development with the other schools on Aotea/Great Barrier.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve 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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
11 January 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of September 2022, the Okiwi School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Okiwi School Board.
The next 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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)|
Northern Region | Te Tai Raki
11 January 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home