Ormiston Senior College

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

Ormiston Senior College, located in Flat Bush, Auckland, provides education for students in Years 11 to 13. Since the last ERO review, a new principal has been appointed, and the school has experienced significant roll growth. The school's vision is to prepare and inspire students to achieve their best in a global society.

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, wellbeing and foundation school conditions. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

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%

Learner Success and Wellbeing

This section provides a summary of learner success and wellbeing.

Most learners progress and achieve well.

• A large majority of students achieve National Certificate of Educational Achievement (NCEA) at Levels 2 and 3 and a small majority achieve University Entrance.
• The school has identified disparity for Māori students and has planning in place to respond to this; Pacific learners’ achievement outcomes are equitable.
• A small majority of students attend school regularly; the school is progressing towards the Government’s attendance targets. 

Conditions to support learner success

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

School leaders consistently engage in high-level collaboration to significantly enhance learner outcomes.

• Leaders and teachers foster a strong professional culture focused on high quality teaching, with a clear priority on improving learner outcomes and teaching practice.
• School leaders build and sustain high levels of relational trust and work well with staff to plan and deliver good quality teaching and learning programmes and opportunities.
• The purposeful planning of teaching and learning is informed by evidence-based practices and well monitored; staff work collaboratively to implement planned improvements across key school priorities.

Students are well supported in learning by quality teaching practices, and a rich and varied curriculum.

• The design and delivery of the curriculum provides appropriate, diverse and meaningful learning experiences that promote engagement in learning for senior learners.
• Teachers foster a calm and respectful environment; they work well to equip senior students with skills and resources to actively participate and take ownership of their learning.
• Staff actively engage in professional learning that supports them to use effective teaching approaches; this is a key focus across all learning areas. 

Organisational conditions and strategic priorities are increasingly aligned to meet the broad range of students’ learning needs.

• Professional development for teachers is strategically aligned with culturally sustaining practices (those that recognise and respond to learners’ cultures) and personalised learning priorities, to promote a positive school culture and a strong sense of belonging for students.
• The school fosters and strengthens partnerships with parents, whānau and the wider community, including engagement with mana whenua and the Pacific community to support student success.
• School leaders actively implement planned approaches to reduce barriers and promote equitable access to learning for all students; these are underpinned acknowledging and affirming students’ culture, language and identity to promote engagement.
• The school board provide effective governance including managing resourcing, supporting the school's vision, strategic direction, and planning for significant roll growth. 

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

• Implement initiatives to improve school attendance, ensuring alignment with Government’s targets.
• Develop and embed a school-wide programme for English language acquisition, literacy and numeracy to support student achievement.
• Develop guidelines for consistent and effective teaching are used by all staff to strengthen instructional practices across the school.
• Enhance and embed teaching practices in te ao Māori and mātauranga Māori to improve equity and success for Māori learners.

Actions to bring about improvement 

Within six months:

• leaders and the school Board develop and implement an effective plan to improve regular attendance
• leaders established a structured system for regular classroom observation and feedback to promote teaching practices that acknowledge and respond to learners' cultural backgrounds

Every six months:

• leaders monitor attendance data and respond appropriately to continue to sustain improvement in regular attendance
• leaders and teachers review the impact of the school wide plan for literacy and numeracy to strengthen student learning and plan for next steps
• leaders review the effectiveness of teaching and culturally sustaining practices through regular classroom observation and feedback and plan actions for improvement

Annually:

• leaders and the Board review attendance data, systems and practices that had the most impact develop a plan for the following year
• leaders evaluate the effectiveness of the whole school literacy and numeracy programme, incorporating data review, to inform next steps
• leaders review and refine the classroom observation framework to ensure consistent and effective teaching including culturally sustaining practices.

Expected outcomes 

• Increased regular attendance across the school.
• Improved outcomes for students through a cohesive school wide programme of effective approaches to teaching literacy and numeracy.
• An established framework for teacher observations focused on consistently effective teacher practices, including culturally sustaining strategies is used to improve learner outcomes.
• Embedded practices to support equitable outcomes for Māori. 

The next public report on ERO’s website will be a School Evaluation 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

15 October 2025