Otewa School

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.

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

Ōtewā School is a rural full primary school that provides education for students in Years 1 to 8. There are 64 students on the roll. The majority of learners identify as Pākehā / NZ European and 20% of learners identify as Māori. The school values, caring, contributing, communicating, challenge and creativity. A new principal has been appointed since the last ERO review.

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

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation. 

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 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 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 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 SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of the New Zealand Curriculum in foundational skills.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

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

Almost all learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The small majority of student attend school regularly.
• 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.

Assessment

This section is about how the school assesses learner progress and achievement.

• 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

This section is about how well the school supports all learners to make sufficient 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 significantly 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 for 2030 and agrees this will need to be a key strategic priority.

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 outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• Strong school leadership fosters high expectations and a settled school environment where learning time is maximised and focused on student progress, achievement and wellbeing for learning.
• The school’s climate and culture, built on positive and trusting relationships, enables teachers to know their learners well and provide tailored support.
• Learning environments are collaborative, orderly, and inclusive, promoting participation and engagement. Students engage in and focus on their learning.
• Learning environments are designed to encourage collaboration, maintain positive behaviour for learning, and support inclusivity.
• Students needing additional support are identified early and receive effective support for both learning and inclusion.
• Teachers use quality assessment practices and data to inform planning and teaching, as well as addressing students' learning strengths and needs.
• The school is well supported by the School Board and high participation and engagement from parents and whānau that provides a foundation for ongoing improvement and success.

Key priorities

• Improve regular attendance.
• Continue to improve overall achievement in literacy, particularly in writing.
• Enhance culturally sustaining practices including te reo Māori and tikanga Māori across the school to promote engagement and attendance.

Actions to bring about improvement:

Within six months:

• the School Board and leaders review the current attendance plan and plan next steps to sustain improvement
• leaders and teachers implement structured literacy approaches to support improved outcomes in writing across the school
• leaders and teachers introduce Better Start Literacy Approach (BSLA) for writing for years 4 to 8

Every six months and annually:

• the School Board, leaders, and teachers review student attendance, progress and achievement data, identify areas that may need improvement, adjust plans as necessary, determine next steps and share with the community.

Expected outcomes

• Improved regular attendance.
• Sustained improved and equitable achievement in reading and writing.
• Enhanced student engagement and attendance through the use culturally sustaining practices.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing. 

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Actions for Compliance

ERO and the board have identified the following areas of non-compliance during the board assurance process:

• Ensure that Board exclude the public (going into committee) from the whole or part of proceedings to ensure privacy of individuals and this is accurately recorded in the Board minutes
  [Education (School Boards) Regulations 2020, Local Government Official Information and Meetings Act 1987].
• Ensure that appropriate Education Outside the Classroom (EOTC) and related school policies and procedures are followed in the implementation of the EOTC programme
  [Health and Safety at Work Act 2015; Education Outside the Classroom (Ministry of Education)].

The Board has since addressed the areas of non-compliance identified.

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

14 October 2025