45 Massey Road , Reporoa
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.
Reporoa College is a rural co-educational secondary school located between Rotorua and Taupō. The College caters for learners from Years 7 to 13. There have been some changes to the leadership team and the appointment of a new principal for 2025 is in process. The school values are to ‘aim high, lead the way, show respect and dare to care.’
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Since the previous ERO report of August 2022, ERO and the school have worked together to evaluate how effectively the school is engaging with whānau, hapū, iwi and families to improve outcomes for learners.
The school expected to see:
A reciprocal relationship between the school and community that improves learner outcomes.
A school culture where students are attending and engaged in learning and supported by the community.
The development of strong meaningful, educationally significant relationships with whānau, hapū, iwi and families.
The greatest shift that occurred in response to the school’s action has been the developing relationship with iwi, to establish how the school and iwi can work effectively together to support learners.
The following findings are to inform the school’s future priorities for improvement.
| Outcomes are improving for some learners, but there is inequity for others. |
| Leadership is working towards building capacity for sustained school improvements. |
| The school is taking early steps to develop high interest and relevant learning programmes and use consistent teaching practices. |
| Some key aspects of school conditions are beginning to support improvement. |
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:
In six months:
Annually:
Actions taken against these next steps are expected to result in significant improvement in:
ERO recommends that the Ministry of Education provide tailored support to the school, in addition to recent appointment of a limited statutory manager to the board, for:
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 Evaluation 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
Shelley Booysen
Director of Schools
9 October 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of August 2024, the Reporoa College, Board has attested to the following regulatory and legislative requirements:
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For further information please contact Reporoa 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.
Shelley Booysen
Director of Schools
9 October 2024
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 2021, the Reporoa College Board of Trustees has attested to the following regulatory and legislative requirements:
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For further information please contact Reporoa College Board of Trustees.
The next Board of Trustees assurance that it is meeting regulatory and legislative requirements is due in December 2024.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
16 February 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Reporoa College’s performance in achieving valued outcomes for its students is: Developing.
Reporoa College is a rural co-educational secondary school located between Rotorua and Taupō. The college caters for students in Years 7 to 13. The current roll of 217 students includes 55% who identify as Māori.
The college has been involved in an ongoing review process with the Education Review Office over the past two years. The process is designed to support school progress and development.
Since the October 2018 ERO review a new principal has been appointed to the school. The board chair has retained his role and several new members have been elected. In the past two years there have been many staff changes. The school roll has increased over this time.
School leaders have accessed appropriate external professional support to build teacher capability with a focus on positive outcomes for learners. Suitable professional advice and mentoring is supporting the leaders to grow effective teaching and learning in the school. Professional development plans focused on teaching and learning, culturally responsive practice and restorative practices are in place for 2021.
A useful system is in place to collect, collate and store achievement information for all students. Achievement data is beginning to be scrutinised by teachers, leaders and trustees. Teachers have identified students whose learning needs acceleration. A system for tracking and monitoring student progress has been established. Interventions and strategies to raise achievement have been identified. Teachers now need to consistently use assessment information to plan differentiated learning opportunities using these strategies.
The school is beginning to establish internal evaluation processes. The charter and strategic plan have been reviewed in consultation with the community. A policy review process has been established. There is regular review of achievement information at faculty level.
The key next steps for school leaders is to continue to build teacher capability for enhanced student outcomes by:
There is a need to strengthen internal evaluation capacity and processes to determine the effectiveness of programmes and initiatives on student outcomes, particularly in terms of achievement and attendance.
The board, leaders and teachers are developing the ability to sustain, improve and review school performance. They have made some progress towards addressing the areas for development identified in the previous Education Review Office report. The capacity of leaders is growing with the support of external providers. Middle leaders’ roles and responsibilities have been clarified. Teachers have identified at-risk learners and strategies to raise achievement are beginning to be implemented. Progress has been made towards establishing systems for the collation and analysis of achievement information. These systems now need refining and embedding. Building capability in understanding the purpose of internal evaluation and the systems and processes required is an area for development.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
In order to meet its legal requirements when appointing staff the board must:
Recommendations, including any to other agencies for ongoing or additional support.
ERO recommends that the Ministry of Education continues to provide support for the board in order to bring about the following improvements in:
Leaders have developed and are now embedding the consistent use of systems and processes to support positive learning outcomes. Growing teacher capacity to accelerate learning, particularly for those at-risk with their learning, has begun but remains a priority. A more formal approach to evaluating what is working well and where improvements are needed is required.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Reporoa College’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
2 February 2021