Ohau School

Equity outcomes have declined slightly between reports. In 2020, boys' writing disparity was 'significantly reduced through targeted strategies,' but by 2024, writing shows 'disparity overall for boys,' suggesting regression. Achievement for Māori learners remained consistent (at or above expectations), but the 2024 report emphasizes equity as an emerging leadership priority rather than an established strength, and the accelerated progress narrative for underachieving learners has disappeared.

2020-05 → 2024-06 diff source

Leadership effectiveness declined from 'well placed' to 'developing' between reports. In 2020, leaders were praised for working 'collaboratively and effectively' with 'clear roles and responsibilities,' whereas by 2024, the new board was only 'in the early stages of understanding their roles and responsibilities.' However, school leadership's focus on quality teaching and equity strengthened.

2020-05 → 2024-06 diff source

Both reports affirm strong wellbeing support, but the framing shifted from describing wellbeing as an inherent outcome of inclusive leadership ('promotes student wellbeing') to emphasizing deliberate programmatic intervention ('A range of programmes and initiatives have been put in place to promote and support wellbeing for learning'). The 2020 report positioned wellbeing as emergent from the school's cultural values; the 2024 report treats it as requiring explicit, structured initiatives.

2020-05 → 2024-06 diff source

Both reports indicate that most Māori students achieve at or above curriculum expectations in reading and mathematics. However, the 2024 report shows a slight narrowing in scope, removing the previous statement that Māori achieve at or above expectations in all three areas (reading, writing, and mathematics), and introducing an explicit acknowledgment of boys' writing disparity. The later report also adds new emphasis on leadership collaboration with whānau Māori to strengthen curriculum and outcomes.

2020-05 → 2024-06 diff source

Achievement overall declined slightly from a score of 85 to 80. While both reports affirm that most students achieve at or above curriculum expectations in reading and mathematics, the 2024 report identifies a persistent concern with boys' writing disparity that the 2020 report indicated had been 'significantly reduced.' The 2024 report also notes the new board is 'in the early stages of understanding their roles and responsibilities,' suggesting some transition challenges.

2020-05 → 2024-06 diff source