Ormiston Junior 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 Junior College is located in Ormiston, South Auckland and provides education for students from Years 7 to 10. Since the previous ERO review, there has been significant roll growth, and two senior leadership deputy principals have been appointed. The school roll is 1410. Most students identify as Asian, 6% identify as Māori, 17% of Pacific heritage and 8% as NZ European / Pākehā. 

There is a Ko Taku Reo Deaf Education Centre is located on site.

The school values are Hauora, Relationships, Innovation, Excellence, Inspiration and Integrity. 

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.

Learner Success and Wellbeing 

This section provides a summary of learner success and wellbeing.

• The small majority of students achieve at expected curriculum levels in mathematics and writing; a large majority achieve at expected curriculum level in reading.
• There is disparity for Māori and Pacific students’ achievement in reading and writing.
• Students with special learning needs are supported to succeed. The next step is to separate their achievement data to more accurately know and report their progress and achievement.
• The small majority of students attend school regularly. The school is behind the Government target of 80% regular attendance; regular attendance is improving. 

Conditions to support learner success

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

• Leadership builds educationally focused relationships with other education providers and community groups to increase opportunities for learning and success.
• Leaders attract, retain and grow teaching teams; appropriate and timely support is provided to develop leadership capability.
• School leaders increasingly involve whānau, hapū and iwi in decision making in the school to promote engagement attendance. 

• Curriculum leaders support teachers to develop their professional understanding and use of teaching resources.
• Teachers use strategies that help students take charge of their learning, solve problems, and think about how they learn.
• Teachers ask questions to get students involved, give them plenty of practice with new ideas and skills, and provide quick, clear feedback.

• The school’s professional learning community shares high aspirations for the achievement, progress, and wellbeing of all learners.
• Relationships between staff and learners are founded on mutual trust; learners seek help when required.
• Leaders and teachers work with the community, including other professional and support agencies, to effectively support and improve learner health and wellbeing.
• The School Board effectively manages and strategically plans for the school’s resourcing.

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.

Key priorities

• Progress students’ learning outcomes towards the government targets of 80% achieving at expected curriculum levels in reading, writing and mathematics by 2030.
• Further implement effective literacy and numeracy assessment processes schoolwide.  
• Embed effective teaching and learning strategies consistently across the school.
• Refine and implement a responsive curriculum that engages students in their learning, raises achievement and supports equitable outcomes.
• Continue to improve students’ regular attendance. 

Actions to bring about improvement

Within three months:

• leaders and teachers develop and action plan to implement the refined curriculum designed to actively engage students in their learning, while promoting higher achievement and equitable outcomes for all learners

Within six months:

• leaders and teachers roll out changes to assessment processes in literacy and numeracy as required to more accurately know students’ progress and achievement across the school
• leaders and teacher implement the refined curriculum designed to actively engage students in their learning, while promoting higher achievement and equitable outcomes for all learner
• leaders and the school Board monitor the impact of the attendance plan to increase students’ regular attendance, identify next steps and adjust as needed 

Every six months: 

• leaders and teachers work together to evaluate how well teaching and learning strategies, assessment practices and the school curriculum impact student achievement and engagement

Annually:

• the School Board and leaders evaluate how well teaching and learning strategies, assessment practices and the school curriculum impact student achievement and engagement to guide strategic planning and improvement
• the School Board and leaders review and respond to the impact of the attendance plan to increase students’ regular attendance, identify next steps and share with the school community.

Expected outcomes

• Student outcomes in outcomes in literacy and numeracy have improved.  
• Effective literacy and numeracy assessment processes are used consistently across the school.
• An embedded and responsive curriculum actively engages students in their learning and promotes equitable outcomes.
• Improved levels of students’ regular attendance.

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 

21 November 2025