Oropi Road , Oropi, Tauranga
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We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Oropi School provides education for students in Years 1 to 8. The roll of 318 includes 22 percent of students who identify as Māori. The school’s mission statement is Inspiring our students to believe in themselves and realise their potential within our rural community, so they can move forward as confident, contributing members of society.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain foundational 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? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school reasonably promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range 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 becoming more equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
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 and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were five international students attending the school.
International students experience a wide range of learning opportunities and are encouraged to engage in sporting and cultural activities. Effective pastoral care systems and processes support students’ wellbeing. The school regularly reviews and reports to the board on the provision for international students, identifying and responding to areas for improvement.
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
Director of Schools (Acting)
16 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Oropi School is in the rural outskirts of Tauranga and provides education for students in Years 1 to 8. The current roll of 318 includes 50 Māori students and a small number of students from culturally diverse backgrounds. The school has 13 fee paying international students.
Since the October 2014 ERO report, there has been significant roll growth, and the principal and deputy principal have continued to lead the school. There has been an increase in staffing levels across the school mostly in response to the roll growth. In 2018, a bilingual class that provides 30% to 50% te reo Māori instruction was established and currently there are 20 students enrolled.
The school’s motto is ‘Be all you can be, whaia te mātauranga’. The recently developed core values of ‘ako, manaakitanga, rangatiratanga, whanaungatanga, kaitiakitanga and whakairo’ are priorities of the school.
In 2020, the strategic intent is to accelerate progress in learning through the school curriculum. This focus should support and enable students to access and know their passions, talents and interests, to develop successfully and remain engaged in learning beyond Year 8.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school is a member of the Tauranga Peninsula Kāhui Ako.
The school has made good progress in achieving equity and excellence for all students, with significant increases in achievement for Māori learners since 2017 in reading, writing and mathematics.
Achievement data for 2019, shows that the large majority of students achieved expected curriculum levels in reading and writing, and most in mathematics. The data also shows that Māori and non-Māori achieved at comparable rates in reading and writing but non-Māori achieved at higher rates than their Māori peers in mathematics. Girls and boys achieved at comparable rates in mathematics. However, in reading and writing, girls achieved at higher rates than boys, significantly so in writing. Schoolwide student achievement in reading, writing and mathematics has fluctuated between 2018 and 2019. However, girls have consistently achieved at higher rates than boys in reading and writing.
Information collected in a survey of students indicates that the school effectively supports student wellbeing and learner engagement.
Students with additional learning needs are making good progress against their individual learning and behaviour goals.
The school is accelerating learning for some identified students who need this.
School data gathered in 2019, about additional reading programmes, indicates that the interventions effectively accelerated student achievement for some of the Māori and others that were targeted.
Leaders collaboratively develop and pursue the school’s vision, values and goals for equity. They actively seek out the perspectives and aspirations of teachers, students, parents and whānau. They build relational trust and communicate effectively with the school community. Leaders are well supported by the board of trustees. Programmes and initiatives in the school are informed by research and leaders positively support building teacher capability. A caring learning community has developed that is inclusive of diverse learners and aimed at maintaining the school’s values and rural character.
Teachers provide orderly and supportive environments that promote student learning and wellbeing. There are respectful and warm relationships among students and adults. Student learning is scaffolded through a wide range of teaching strategies, cooperative learning opportunities, active discussion and provision of quality resources. Teachers plan differentiated programmes for reading, writing and mathematics based on sound assessment information. They promote achievement of learning outcomes by deliberately aligning task design, teaching activities and home support. There are effective processes for student transition into and within the school to improve outcomes for at-risk learners.
The school’s curriculum makes meaningful connections to learners’ lives, prior understandings and real-world contexts. A schoolwide approach to teaching through play prioritises the needs and interests of individual students. The bilingual class models and contributes to the growth of te ao Māori across the school. This class is well integrated and valued throughout the school. Culturally responsive practices are underpinned by well-embedded school values. Parents, whānau and the community are welcomed, involved in school activities, respected and valued as partners in learning. Rich and broad learning experiences allow for students to become confident risk takers and actively involved learners.
Students with additional needs are well integrated into the life of the school. Systems for the monitoring and tracking of students are established. Teachers and support staff provide a range of effective interventions that respond to student needs, including accessing external expertise. Parents are well informed about their child’s learning and progress.
The school understands the importance of internal evaluation. A wide range of information is gathered about school operation and reported to the board of trustees. Leaders recognise the need to focus on aligning systems and practices with assessment information.
To enhance progress and further support equity and excellence, ERO and the school have agreed on the following areas for development:
The school is continuing to strengthen students’ understanding of their learning pathways, particularly their progress and next learning steps.
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
At the time of this ERO review there were 13 international students attending the school.
The school has highly effective practices and systems in place for the provision of education and care of its international students. There are positive opportunities promoted for these students to share their culture, integrate and involve themselves in the rich life of the school and its community, achieve academic success and make very good progress with their English language acquisition.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Oropi School’s performance in achieving valued outcomes for its students is: Well placed.
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.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Darcy Te Hau
Acting Director Review and Improvement Services Central
Central Region
19 June 2020