Forest View High School
Baird Road, Tokoroa · Waikato
Active MoE intervention — limited statutory manager
A limited statutory manager has been appointed to Forest View High School as of 2024-07-18. NZ Gazette notice
Latest ERO review
2023-05-29 · Shelley Booysen, ERO
- New Principal appointed in 2019 with significant changes to senior leadership team composition
- Strategic priorities focus on student-centred decision making, quality education for life after secondary schooling, and embedding culture and languages into learning
- School is working with ERO to evaluate effectiveness of recent changes on student achievement and engagement, including special programmes Arataki and Akoranga
- School expects to develop a structured internal review process that can be applied across all aspects of the school for continued long-term improvement
"The leadership team is deliberately diverse and responsive to staff, students and parent voice."
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Forest View High School shifted from offering an 'extensive range of educationally powerful connections' (2015) to developing a more explicitly responsive and individualized curriculum model (2018). The 2018 report emphasizes modified curriculum with 'individualised pathways and learning programmes' tailored to student needs, whereas the 2015 report focused on external partnerships and connections to enhance opportunities.
2015-11 → 2018-10 diff source
Māori achievement improved significantly between 2015 and 2018. The 2015 report identified a critical need to 'significantly raise the priority on improving levels of achievement student to that of their peers,' while the 2018 report confirmed that 'the significant disparity between Māori and Pākehā achievement has reduced, with Māori now achieving comparably or above their Pākehā peers at NCEA Level 2 and Level 3.'
2015-11 → 2018-10 diff source
Between 2015 and 2018, Forest View High School made significant progress on Māori achievement equity, with "disparity between Māori and Pākehā students reducing at NCEA Level 2 and 3." However, new equity concerns emerged: Year 9 students arrive "at significantly lower levels in reading and writing compared to national expectations," and a persistent gender gap widened, with "girls significantly outperforming boys at NCEA Level 2, 3 and University Entrance."
2015-11 → 2018-10 diff source
Forest View High School's overall achievement score declined from 65 to 60 between 2015 and 2018. While Māori achievement improved significantly with reduced disparity at NCEA Levels 2 and 3, the school continues to face challenges with equitable outcomes, including Year 9 students arriving at significantly lower levels in literacy and persistent gender gaps favoring girls.
2015-11 → 2018-10 diff source
Teaching practice shifted focus from broad educational connections to more targeted management of achievement data and differentiated instruction. The 2015 report emphasized the school's 'extensive range of educationally powerful connections,' while the 2018 report noted that 'Management and use of achievement information needs strengthening in annual targets, trustee reporting, teacher capability and differentiated teaching strategies,' though it also highlighted curriculum responsiveness and individualized pathways as emerging strengths.
2015-11 → 2018-10 diff source