Whakatane High School

School Evaluation 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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the school

Whakatane High School, a coeducational secondary school provides education for students in Years 9 to 13. The current roll of 1207 includes 51% of students who identify as Māori and 43% New Zealand European/Pākehā. The school’s core values are Achievement – Whainga, Respect – Mana, Responsibility – Kawenga. 

The school had an acting principal since Term 1, 2025. The new principal begins in Term 1, 2026.

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

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the July 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on developing consistent inquiry and review practices focused on equity and to support teachers to refine their teaching practices in response to student voice.

They expected to see a shared understanding of effective, responsive teaching and leadership practices and increased staff capacity to support improved achievement outcomes through teaching practices that respond to students’ needs, identities, languages and cultures.

Findings

Teacher professional learning in 2024 focused on literacy and numeracy, staff professional growth cycles and the Science of Learning. The impact on learners is evident in the high percentage of students gaining Level 1 literacy and numeracy and greater consistency of teaching practice through professional growth cycles.

The school has a common practice model for teaching that is in the final stages of development with the aim of embedding a consistent message and expectations about teaching and learning across the school. This is yet to be implemented. 

Staff and student feedback is sought annually through a survey. This feedback is used to drive decisions to support wellbeing and student outcomes and promote a shared understanding of effective practice across the school. 

The school established a core class for Year 9 and 10 Māori students that supports transition from Māori immersion and respond to students’ needs. A class for Year 9 to 13 Māori learners focuses on narratives and pūrākau of the area. Staff and student feedback has been positive about these two core classes. The impact of these classes on student progress, achievement and engagement requires more formal analysis.

What we know about learner success 

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

• Almost all students achieved Level 1 literacy and numeracy and NCEA Level 1 in 2024 and 2025. Most students achieve NCEA Level 2 and 3 and less than half achieve University Entrance. 
• Most Māori students achieve NCEA Level 1 and 2 and a large majority achieve Level 3. 
• Most learners leave school NCEA Level 2. Some disparity persists between Māori and Pākehā/New Zealand European and males and females. Improving equity in outcomes remains a priority. 
• Less than a third of Year 9 and 10 students are at or above their expected curriculum level in reading, writing and mathematics and inequity of outcomes for Māori learners is evident. 
• Feedback from students indicate that many students enjoy the school, appreciate the many opportunities available and feel supported by teachers.
• Less than a third of students attend school regularly. Chronic absence has increased over the past 12 months. Improving attendance continues to be a significant priority for the school.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

• Strategic planning provides clear direction for the school with leaders regularly reporting to the Board on student achievement and progress towards meeting the school goals. An emphasis on literacy and numeracy is evident helps prepare students for success in senior school.
• Leaders develop good systems and processes to support teaching and learning and improve outcomes for students, including clear expectations for department planning, an achievement action plan and regular department presentations to the Board. 
• School leaders actively foster and share high expectations for learning and achievement with staff and students. 

• Student benefit from teaching practices that are relational and affirming; classrooms have clearly established routines and high expectations for engagement in learning. 
• Achievement data is used by teachers to monitor student progress and identify those students requiring additional support or extension. 
• Programmes reflecting te ao Māori are included in the curriculum and school structures to support the learning, cultural needs and transition of Māori students from total immersion environments.

• Students are offered a wide range of learning opportunities through The New Zealand Curriculum, career guidance, Education Outside the Classroom and pathway opportunities such as Gateway, work experience and Trades Academy. 
• Staff professional development is aligned to strategic priorities with focus on enhancing teacher capability and strengthening literacy and numeracy teaching across the school. 
• The school has a positive relationship with whānau and the community and has identified the need to build on this basis for strengthened partnerships with iwi.

Next steps for improvement 

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It identifies key priorities and actions for improvement.

Key priorities

• Raise regular attendance rates and reduce chronic attendance levels.
• Strengthen teacher capability to effectively deliver the curriculum and ensure consistency of high-quality teaching.
• Review and strengthen the mentoring programme to further enhance student wellbeing and achievement.
• Better use achievement data to determine actions that have the greatest impact to raise achievement and accelerate progress for all learners, particularly Years 9 and 10.
• Grow and strengthen a collaborative relationship with iwi and community to support improved student outcomes. 

Actions to bring about improvement 

Within three months:

• leaders develop an attendance plan and implement to improve attendance
• leaders gather student and staff feedback to inform decisions around the mentoring programme

Within six months:

• the principal reports to the Board termly on attendance progress and identifying next steps for improvement
• leaders and staff have planned for the implementation of the school’s practice expectations and The New Zealand Curriculum
• leaders with staff embed the refreshed mentoring programme across the school
• leaders and the school Board engage with local iwi to progress partnership with the school

Every six months:

• senior leaders evaluate progress made against the key priority actions identified in the annual implementation plan, including attendance, report to the Board and determine further actions
• leaders and teachers track, monitor and report to the board the progress and acceleration of students who need this to inform decision making
• the school Board determines the progress and outcomes of engagement with iwi and the community to decide further action

Annually:

• leaders and staff review and report on student progress, achievement and attendance to inform teaching and learning decisions
• leaders and staff evaluate the progress in implementing the school’s practice expectations and The New Zealand Curriculum to determine next steps for the following year
• the principal reports to the Board on the impact of the mentoring programme on student wellbeing and achievement
• leaders with the school Board evaluate the effectiveness and progress made in strengthening partnerships with local iwi and community to improve student outcomes.

Expected outcomes

• Regular attendance levels improve to meet Government targets.
• Outcomes for learners are equitable and excellent and sustained over time.
• The curriculum is embedded throughout the school and meets the needs of all learners.
• High quality teaching practices are evident across the school.
• The mentoring programme supports the wellbeing and achievement of all students.
• Partnerships with iwi and the community are coordinated and collaborative to support student outcomes.

The next public report on ERO’s website will be a School Report and is due within four 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

24 March 2026