Awahou School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 40 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. February 2019

   27

   Counted while ERO’s review team was at the school. Education Review Office, report of 26 April 2019

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 15 May 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Report

Tēnā 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.

About the School

Awahou School provides education for students in Years 1 to 8. The school aims for learners to lead their learning exemplifying the values of Kaitiakitanga (Guardianship) and Manaakitanga (Kindness). The school roll is currently 39. Māori learners make up approximately 10% of the school roll.

How well placed is the school to promote educational success and wellbeing?

How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.

What is the quality of teaching and learning? Learners benefit from excellent 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a 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? School planning and conditions to support high quality education for learners are driving excellent school performance.

How well does the school include all learners and promote their engagement and wellbeing? The school successfully 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.

Achievement in Years 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

Reading Almost all 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 becoming more equitable for all groups of learners.

Mathematics Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Attendance

The school is exceeding the target of 80% regular attendance.

The school is developing a suitable plan to improve attendance.

Regular attendance is improving towards or beyond the target.

Assessment

The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.

Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

The school has good quality planning to increase the rate of progress for all groups of students.

The school has significantly 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 meeting Government reading, writing and mathematics targets set for 2030 .

Part B - Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

Learners benefit from a coherent curriculum that is consistently delivered by experienced and knowledgeable teachers who work together to maintain high expectations for success.

A community wide vision of success secures positive conditions for learning; learners are well supported to lead their own learning.

Experienced leadership is sustaining well embedded systems and processes across the school and community, securing effective conditions for learning.

Structured literacy and mathematics programmes are being taught well and are supplemented by a range of other useful resources.

Learners experience the depth and breadth of the New Zealand curriculum with priority given to literacy and mathematics.

Continual teacher inquiry helps teachers to respond in timely ways to the needs of their learners.

Key priorities and actions for improvement

The agreed next steps for the school are to:

sustain current systems and processes to ensure maintenance of high-quality learner outcomes

investigate and implement a progression of learning for science ensuring alignment with the school’s values and that offers rich and broad learning experiences

document an attendance plan to support and sustain current attendance rates.

The agreed actions for the next improvement cycle and timeframes are as follows.

Every six months:

collect information that shows that systems and processes are being sustained to maintain the quality education provision and share those findings with the board.

provide a report to the board on investigative findings and the implementation status of the school’s updated science programme

Annually:

formally evaluate, using a range of information and stakeholder voice, how effectively strategic goals have been achieved

provide a summative report to the board on investigative findings and the implementation status of the school’s science programme.

Actions taken against these next steps are expected to result in:

sustained or improved outcomes for learners

a richer curriculum where learners experience opportunity to show kaitiakitanga , curiosity and creativity through science

assessment information that will help the school and their learners know about the progress learners make in science.

Board Assurance with Regulatory and Legislative Requirements

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:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

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)

15 May 2025

Education Counts

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

Read this report on ero.govt.nz →