261 Jacksons Road , Kaiapoi
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.
Ōhoka School provides education for learners in Years 1 to 8. The school has a roll of just over 200 learners with 98% identifying as European/Pākehā and 10% identifying as Māori. The school’s vision is ‘Growing Our Future Together- Striving Beyond’. The vision includes a set of three values: Respect, Resilience and Responsibility.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| 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 sufficient 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 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 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 needs to ensure a physically and emotionally safe learning environment. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | Most 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 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 not extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 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 school has sustained high achievement and equity over time in reading and mathematics. There is some disparity in writing with most girls, but a large majority of boys, achieving at curriculum expectations.
A large majority of students report a caring school culture which gives them a sense of belonging and supports their learning.
Leadership sets and pursues a small number of deliberate and considered improvement goals and targets, placing learners at the centre of their decision making.
The school is embedding structured literacy practices and is undertaking professional development to implement structured mathematics across the school. The school curriculum connects learners with their local area, stories and contexts, utilises strengths within the community and provides meaningful learning opportunities for learners.
Leaders have effective collaborative processes in place to provide professional learning and to support teachers to inquire into their practice and to strengthen consistency 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.
Within six 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:
No
No
Yes
Yes
The board has identified the following areas of non-compliance during the board assurance process:
ERO has identified the following areas of non-compliance during the board assurance process:
The board has since taken steps to address the areas of non-compliance identified.
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
Sharon Kelly
Director of Schools (Acting)
17 April 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Ōhoka School, located in North Canterbury, is a full primary school for students in Years 1-8. The current roll is 146 students, 12% of whom identify as Māori.
The school’s vision is, ‘Growing Our Future Together- Striving Beyond’. The vision is supported by a set of three values: Respect, Resilience and Responsibility.
In 2019 the board of trustees consulted the school community to inform the priorities for the strategic plan. The 2020 strategic goals for improvement are to:
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in regard to achievement and progress of students in reading, writing and mathematics, and student engagement and wellbeing.
There have been several changes in staff in recent years, including the appointment of a new principal in 2019. The mostly new board of trustees was elected in 2019. Since February 2019, a Limited Statutory Manager has supported the board to develop effective relationships with the school’s community. This intervention finished in March 2020.
The school is an active participant in the Puketeraki Kāhui Ako /Community of Learning.
The school is effective in achieving excellent and equitable outcomes for most of its students.
Carefully moderated achievement data from 2019 shows that:
The school is making good progress, overall, in accelerating the achievement of those students who need this.
Progress information for writing from 2018 and 2019 indicates that accelerated progress was made by the majority of students identified for extra support.
Information from the end of 2019 shows that the majority of targeted students made accelerated progress in reading and approximately 25% made accelerated progress in mathematics.
Students participate and learn in a caring, collaborative and inclusive learning community. They experience a broad range of learning opportunities and are encouraged to take on leadership roles within the school and community. Students are increasingly able to have more voice and choice in their learning, and they provide feedback to teachers about the types of teaching that best meet their learning needs.
Teachers and leaders know their students well. They have developed effective systems to identify, support and monitor the progress of all students. Culturally responsive teaching practices promote bicultural themes for all and support Māori students to enjoy success as Māori.
A distributed model of leadership that uses teachers’ strengths is in place and is enabling teachers to build their professional capability and collective capacity. School leaders have established clear and consistent social expectations that support learning and wellbeing. Leaders are improvement focused. They effectively use internal and external expertise and wider education community networks to pursue the school’s vision, goals and targets for improvement.
Leaders and trustees emphasise building relational trust at all levels of the school and developing a positive school culture. They proactively seek input from the school community to inform strategic planning and give parents and whānau a voice in determining priorities for improvement.
Leaders and trustees need to strengthen internal evaluation across all levels of the school. Using a structured approach to internal evaluation will help the school to know how effectively programmes and initiatives are in improving outcomes for students.
The school has identified, and ERO agrees, that leaders and teachers should continue to:
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 Ōhoka 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:
Dr Lesley Patterson
Director Review and Improvement
Southern Region - Te Tai Tini
15 June 2020
The school has a roll of 223 children. Since the last review, the school and senior leaders have worked to embed and further develop effective teaching and learning strategies. Five new staff began at the school in 2017. This has meant that the teaching teams have had to revisit expectations for teaching and learning so that there continues to be consistency of practice across the school.
Leaders and teachers actively contribute to the Puketeraki Rangiora Kāhui Ako|Community of Learning (CoL).
The school is highly effective in the way it responds to children whose learning and achievement need acceleration.
The school has many effective processes that are enabling achievement of equity and excellence.
Children participate and learn in caring, collaborative learning communities. Effective, culturally responsive teaching strategies support and promote children's learning.
School leaders ensure an orderly and supportive environment that is conducive to children's learning and wellbeing. Parents, whānau and the community are welcomed and involved in school activities as respected and valued partners in learning.
The board effectively represents and serves the school and education community.
The board and school leaders need to continue to develop effective ways of identifying the impact of initiatives on learning and other outcomes for children.
At the time of this review, children were highly engaged in a curriculum with sufficient interest and challenge to meet their needs and interests.
Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.
ERO is likely to carry out the next review in four-to-five years.
The school is highly effective in the way it responds to children whose learning and achievement need acceleration.
Most children, including Maori and Pacific children, are achieving well against the National Standards in reading, writing and mathematics. Identified groups of priority learners receive targeted learning programmes. The priority groups include children who would benefit from extension programmes. The progress of priority learners is regularly monitored and reported to the board.
The school has a strong focus on its vision and core values of being caring and creative, open-minded, optimistic leaders and learners. This is evident in the environment, and in the way adults and children behave.
Teachers’ judgements about children’s achievement are based on comprehensive, rigorous assessment processes.
The school’s processes are very effective in supporting equity and excellence.
Children participate and learn in caring, collaborative learning communities. The core values include caring for others. All teachers work together for the benefit of all children and have collective responsibility for them. Children, teachers, parents and whanau participate in curriculum design and decision making.
Effective, culturally responsive pedagogy supports and promotes children's learning. The school's culturally responsive action plan details a number of initiatives that teachers are undertaking to recognise and celebrate biculturalism and cultural diversity. Maori perspectives are evident in the environment and planned for in curriculum programmes. Teachers have made good progress, and are aware that they need to continue to develop this aspect of the school.
School leaders ensure an orderly and supportive environment that is conducive to children's learning and wellbeing. Leaders are highly reflective, and strategic in their approach to school leadership. Teachers who are new to the school are well resourced and supported. Clear expectations for learning and teaching are easily accessible and evident in practice.
Parents, whānau and the community are welcomed and involved in school activities as respected and valued partners in learning. Parents receive regular real-time updates on their children's learning and can easily provide comment. They have a wide range of ways that they can be involved in supporting children's learning at home. The school's communication plan provides a strategic approach to managing communication with the community.
The board effectively represents and serves the school and education community. Trustees bring a diverse and useful range of skills and experiences to the board. They actively participate in learning-based teams to promote their goal of every child having “the ultimate learning experience”.
The school’s evaluative processes could be further developed to identify and build on the impact of its many initiatives.
The board and school leaders need to be more specific in identifying and recording the impact of their initiatives. While there is ongoing discussion among leaders and trustees about student achievement and the outcome of various programmes, there is little evidence of any conclusions reached about programme effectiveness, or decisions about next steps. Identifying success criteria at the start of an initiative and using them to evaluate outcomes would assure leaders and trustees that their initiatives are achieving the desired outcomes.
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:
Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.
The agreed next step is to further refine the school’s evaluative processes.
ERO is likely to carry out the next review in four-to-five years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
26 September 2017
| Location | North Canterbury | |||
| Ministry of Education profile number | 3451 | |||
| School type | Full primary (Year 1-8) | |||
| School roll | 223 | |||
| Gender composition | Girls 53% Boys 47% | |||
| Ethnic composition | Māori 0.5% Pākehā 87% Other 12.5% | |||
| Provision of Māori medium education | No | |||
| Review team on site | August 2017 | |||
| Date of this report | 26 September 2017 | |||
| Most recent ERO report(s) |
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