Whangaparaoa College

Whangaparaoa College

Te Ara Huarau | School Profile Report


This Profile Report was written within 18 months of the Education Review Office and Whangaparaoa College working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. The timeframe was impacted by Covid lockdowns. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz


Whangaparaoa College is a co-educational, Year 7-13 secondary school located in Stanmore Bay, north of Auckland. The college was established in 2005 and has recently undergone significant change in the senior leadership team, including the appointment of a new principal in 2021.

Whangaparaoa College’s strategic priorities for improving outcomes for learners are:

  • Whangaparaoa College sits at the centre of the Whangaparaoa community, supporting and being supported by our local environment but connected to the world through digital technology

  • through our Mindfulness and Hauora programmes we instil a sense of belonging and self-belief in our learners allowing them to be self-driven, critical thinkers and able to identify opportunities

  • our curriculum and pathway support enables our learners to achieve their personal goals and become outstanding members of the wider community.

You can find a copy of the school’s strategic and annual plan on Whangaparaoa College’s website.

ERO and the school are working together to evaluate how well the school is embedding and giving effect to Te Tiriti o Waitangi to support and achieve equitable outcomes for all. This will occur within the unique character of the local community and environment.

The rationale for selecting this evaluation is to:

  • prioritise the school’s partnership responsibilities under Te Tiriti o Waitangi, honouring Māori culture with appropriate tikanga, mātauranga and te ao Māori perspectives

  • improve parity in NCEA achievement between Māori and non-Māori learners

  • ensure equitable opportunities and outcomes for Māori whānau, staff and learners

The school expects to see

  • reciprocity and collaboration with whānau, staff and learners for improved parity of valued outcomes

  • kaiako and leaders consistently demonstrating confidence and capability in their use of te reo Māori and tikanga Māori

  • learners experience a responsive, rich, broad, and deep localised curriculum which continually improves, responds to their cultures, languages and identities, and reflects the local community and environment.


The school can draw from the following strengths to support its goal to evaluate how well Te Tiriti o Waitangi is embedded:

  • connections to the wider community and local Marae, Te Herenga Waka o Orewa are strong, with the potential to link into Mana Whenua and local Iwi

  • Whangaparaoa College is on a professional learning journey to enhance culturally relational pedagogy for all learners, including increased use of te reo Māori across all areas of the kura

  • targeted initiatives that are supporting improved NCEA results for Māori boys.

Where to next?

Moving forward, the school will prioritise:

  • collecting voice and experiences of Māori learners and whānau to further develop and enhance the unique character of the college

  • strengthening partnerships with the local marae, Māori whānau and iwi to support curriculum alignment with the local community and environment

  • continued professional development of all staff in tikanga and te reo Māori.

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

3 November 2022

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Whangaparaoa College

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of May 2022, the Whangaparaoa College Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Further Information

For further information please contact Whangaparaoa College Board of Trustees.

The next Board of Trustees 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

3 November 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Whangaparaoa College

Provision for International Students Report


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.


Whangaparaoa College 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 3 international students attending the school.

Whangaparaoa College maintains highly effective systems and processes for self-review and the provision of pastoral care for international students. The school values the diversity international students bring to their community.

International students are well supported to be successful in their learning and achievement. Priority is given to their pastoral and wellbeing needs. Students participate in a range of school and community activities that include leadership, sporting and cultural opportunities outside the classroom.

Moving forward, a team of permanently appointed staff are well prepared to support the return of larger numbers of international students to Whangaparaoa College.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

3 November 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Whangaparaoa College - 02/11/2016


Whangaparaoa College promotes high quality learning outcomes. Students benefit from a broad curriculum that supports their holistic development and wellbeing. The school is well placed to sustain its performance. High levels of collaboration between students, teachers, leaders and trustees, and a positive school culture are key factors in the school’s continued success.

ERO is likely to carry out the next review in four-to-five years.

1 Context

What are the important features of this school that have an impact on student learning?

Whangaparaoa College is a co-educational, Year 7-13 secondary school that is systematically strengthening partnerships and engagement with its local community. The college was established in 2005 and students are predominantly New Zealand European/Pākehā. Ten percent identify as Māori with smaller numbers identifying as Pacific, Asian and European. The school is proactively building partnerships with the local Māori community and marae.

Previous ERO reports have commended the school’s growing school-wide culture of self review. A strong focus on positive relationships and evidence-based approaches to learning contributed to the schools’ inclusive and learner-centred culture. Highly engaged learners, high quality teaching, and the principal’s capable leadership were noted. These positive features remain evident and have been further strengthened.

Students identify strongly with the school’s culture of respect and positive relationships, and they play a proactive role in leadership in co-curricular aspects of the school. Ninety four international students are currently enrolled at the college, twice that of previous years.

The board of trustees and school leaders are committed to the school’s vision, mission and values of learning, personal excellence and respect. They are focused on promoting equity and excellence, providing a broad and well-rounded education for all learners, and ongoing improvement. Professional learning and development contributes to the effectiveness of teaching and is sustaining the school’s strongly positive culture and sense of being a learning community.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement.

Students are highly engaged in learning and school life. The continued focus on positive relationships and a caring culture as a foundation for teaching and learning is a notable feature. Students enjoy collaborative, interactive teaching approaches where they can share ideas and experiences.

Classrooms are settled and well managed environments that support purposeful learning. Teachers make good use of digital technologies to engage learners. Systems for sharing achievement information with students, in ways that support their learning progress, have improved. A continued focus on teachers using evidence to inquire into the effectiveness of their practice will further enhance outcomes for learners.

Evidence-based practices have been strengthened in each subject area, and through academic counsellors. These practices include using evidence and data to evaluate the effectiveness of teaching strategies. Academic counselling has been embedded across the school to promote success for all learners. Each student is matched with a trusted mentor who supports them to monitor their own progress and helps them work towards their learning goals and pathways.

The board uses achievement information well to set strategic and annual goals. The school supports improved outcomes for all students. There is a strategic focus on promoting positive outcomes for students who are at risk of not achieving to their potential. Academic counsellors, in their mentoring role, use data to monitor the engagement, progress and achievement of individual learners in all areas of school life.

Achievement information for students in Years 7 to 10 indicate that students generally make very good progress during their time at school. Data show that the majority of students continue to achieve at or above the National Standard in reading, writing and mathematics. The majority of Māori students are achieving at or above the national standard in reading, writing and mathematics, however, they are not yet achieving at similar levels to other students in the school. Mathematics is an area for improvement, particularly for Māori students and girls.

Achievement information in Years 9 and 10 shows that the majority of learners achieve at or above national averages in reading, writing and mathematics. Of particular note is that Year 9 and 10 boys are achieving better than girls in mathematics. In reading, 71% of Year 9 learners are achieving above national averages. In Year 10, 70% of learners are achieving at or above national averages. Although the majority of Māori and Pasifika learners achieve at or above national averages, they are achieving below other learners in the school.

School leaders monitor student achievement in the National Certificates of Education Achievement (NCEA) closely. In most aspects student achievement in NCEA compares very favourably with that of similar schools. Since 2009, pass rates in NCEA Level 1 and Level 2 have increased by 13% and 7% respectively. Level 1 literacy and NCEA endorsements at Levels 1 and 2 have also increased significantly since 2009, and the high pass rate in Level 1 numeracy has been further extended.

Over the last three years, National Certificates of Educational Achievement (NCEA) results at all levels continue to show improvement. In 2015, 84% of students achieved NCEA Level 1, 92% achieved Level 2 and 87% achieved the NCEA Level 3 qualification. The school is exceeding the 2017 national target of having 85% of students achieving NCEA Level 2.

School leaders and teachers are exploring ways to increase:

  • the number of students who attain the University Entrance qualification
  • NCEA Level 3 results so that they are comparable with similar schools
  • the percentages of students achieving excellence endorsements in all NCEA qualifications.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school is continuing to strengthen the effectiveness of the curriculum in promoting and supporting student learning. The school’s vision, mission and values together with the significant focus on promoting respectful relationships and student wellbeing are at the heart of the curriculum. The school has a teaching and learning leadership group to help teachers share best practice and their expertise. This will assist in developing and enhancing consistency, coherence and connectedness of teaching and learning within, and across, all levels of the school.

Teachers have further strengthened their learner-centred teaching approaches. They consistently use learning contexts that are relevant and meaningful, and that build on learners’ prior knowledge and experiences. Through learner-led conferences students are supported to lead discussions about their own progress, achievement and learning goals. The Teaching and Learning Leadership (TALL) group provides a platform for teachers and learners to share their perspectives about effective teaching and learning in the school. The school’s timetable structure has also been reviewed to include teaching time for academic counselling.

Achievement information is used well to inform curriculum design, planning and implementation. Curriculum leaders and teachers use their expertise to critically reflect on how to make learning programmes more responsive. They differentiate learning pathways and assessment in response to students’ strengths, interests and learning needs. High quality provision for international students and well managed programmes for students with special learning needs are other important features that positively impact on student learning.

A flexible approach to curriculum design allows students to build their course of study around their interests. Through diversifying and broadening the curriculum students interested in vocational learning are being well catering for. Course differentiation in curriculum areas such as the Arts, English, mathematics, physical education and health, and social sciences is enabling students, including those who have additional education needs, to have a greater range of options and to transition to tertiary programmes.

The learning environment throughout the school is focused and purposeful. Digital technologies support and enhance student learning. This is currently a key element in teachers’ professional development. The board and school leaders plan initiatives and opportunities for effective and differentiated teacher professional learning. Teacher expertise within the school is used to promote culturally responsive approaches and strategies.

The college offers an enriching range of co-curricular activities. There are many opportunities for students to experience success and build leadership capability and social competencies. A variety of cultural, academic and sporting events celebrate student achievement.

ERO affirms the school’s current focus on developing a coherent, future-focused, Year 7 to 10 curriculum and assessment framework based on identified learner skills and competencies.

How effectively does the school promote educational success for Māori, as Māori?

The school is developing its capacity to promote educational success for Māori students, as Māori.

Significant and key developments since the 2013 ERO review include:

  • the appointment of a te reo Māori teacher who also provides internal professional development for teachers about te reo and tikanga Māori, local Māori history and culturally responsive pedagogy
  • te reo Māori offered for students from Years 7 to 11, with plans to grow the subject through to Level 3 NCEA
  • the two carved Pou (posts) at the front of Te Maramara a Tane, the college marae that depict stories about local iwi and local Māori history
  • stronger links with local Māori and the marae
  • establishing a Māori and Pasifika learner group to provide more formal opportunities for feedback, leadership and increased participation, engagement and success in all aspects of school life
  • the co-opting of a trustee of Māori descent to the board of trustees with te reo and tikanga Māori, and links through to the Māori community.

Māori students speak very positively about the school culture and learning. They value the opportunities they have to engage in the wider life of the college. They also appreciate teachers’ efforts to be culturally responsive and to affirm their language and cultural identity. Māori students demonstrate a strong sense of belonging and pride in the school.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and continue improving its performance. Trustees and school managers have reviewed the school’s mission, vision and values in recent years. They are also continuing to rationalise and clarify the school’s current policy framework.

The principal and board of trustees work collaboratively and strategically to guide school improvements. The well informed and capable trustees set meaningful long term goals that provide a purposeful framework for annual planning and self-review. Trustees appropriately seek external expertise to support school governance and management. The board of trustees has recently co-opted a trustee of Māori ethnicity with strong links to the local marae and others in the community. She is able to give valuable advice regarding taha Māori.

Trustees receive reliable and analysed data about learner engagement and achievement. The wellbeing and progress of learners is central to all board considerations and decisions. Learner support, guidance and pastoral care are well resourced components of the curriculum. The strategic and deliberate emphasis on bi-culturalism over the last three years has significantly improved the engagement of Māori learners and whānau.

Board surveys indicate a high level of parent and whānau satisfaction with school performance. Parents are increasingly involved in supporting cultural and sporting programmes. A very high percentage attend student-led, teacher meetings. Parents can access information about student learning and achievement through the school’s web site and parent portal.

Teachers are encouraged to build their professional capability. The professional learning programme, aligned to the school strategic goals, enables teacher to share their expertise and develop cross curricular practices to support outcomes for learners. Teachers would benefit from more closely aligning their professional inquiry to the requirements of the new Education Council. In particular the requirements related to Tātaiako: culturally responsive teacher practices.

The principal is an effective school leader, respected for his integrity and open communication with staff and students. He is developing a new model for broadening school-wide responsibilities. Lifting the role of school managers to higher levels of professional reflection, inquiry and leadership is the critical factor. New leadership opportunities arising from this restructuring have the potential to increase shared understandings of research-based best practice in teaching and curriculum.

Strategic and comprehensive approaches have underpinned the school’s long term commitment to strengthening digital learning, academic counselling and positive relationships for learning. As new trustees are being inducted, the board is beginning a process of consultation to inform their next strategic plan.

ERO encourages trustees and school managers to further evaluate the aspirations and destinations of school leavers. This should help them to ensure that learning opportunities are sufficiently broad and provide appropriate pathways for students seeking employment, further study and tertiary qualifications.

Provision for international students

The Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) was introduced on July 1st 2016. The school is aware of the need to update its policies and procedures to meet the new code requirements by December 1st 2016.

At the time of the review there were 94 international students attending the school.

The school is making good progress in aligning its policies and procedures to meet requirements for the 2016 Code.

Board assurance on legal requirements

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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.


Whangaparaoa College promotes high quality learning outcomes. Students benefit from a broad curriculum that supports their holistic development and wellbeing. The school is well placed to sustain its performance. High levels of collaboration between students, teachers, leaders and trustees, and a positive school culture are key factors in the school’s continued success.

ERO is likely to carry out the next review in four-to-five years. 

Graham Randell

Deputy Chief Review Officer Northern

2 November 2016

About the School


Stanmore Bay, Auckland

Ministry of Education profile number


School type

Secondary (Years 9 to 15)

School roll


Number of international students


Gender composition

Boys 48%, Girls 52%

Ethnic composition

NZ European/Pākehā










Review team on site

August 2016

Date of this report

2 November 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2013

September 2010

July 2007