Opihi College
Richard Pearse Drive, Temuka · Canterbury
Active MoE intervention — limited statutory manager
A limited statutory manager has been appointed to Opihi College as of 2012-11-08. NZ Gazette notice
Latest ERO review
2023-06-13 · Shelley Booysen, ERO
- Teachers are improvement focused and share enthusiasm for curriculum development
- School leadership and teachers engage in professional learning and development to improve teacher practice
- There is a school-wide commitment to growing the capability of the staff to support and promote student achievement and engagement
"School leadership and teachers engage in professional learning and development to improve teacher practice."
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Leadership at Opihi College deteriorated significantly between 2015 and 2018. In 2015, the principal and senior leadership team were praised for making 'significant progress' and 'substantial improvements,' but by 2018, the board and senior leadership team were identified as needing 'stronger governance capability and clearer alignment of strategic goals to practice.'
2015-01 → 2018-06 diff source
Governance weakened significantly between 2015 and 2018. The 2015 report noted that trustees had developed strategic priorities giving leaders clarity about direction, but by 2018, the board and senior leadership team were identified as needing stronger governance capability with clearer alignment of strategic goals to practice, and non-compliance in performance appraisal processes.
2015-01 → 2018-06 diff source
Equity outcomes deteriorated significantly between 2015 and 2018. While the 2015 report highlighted 'Progress with supporting Māori students' success as Māori,' the 2018 report identified 'Smaller proportion of Māori learners achieving Level 2 and lower retention rates for Māori students.' Additionally, a gender equity gap emerged, with 'fewer boys than girls achieve Level 2 and 3' in 2018, and literacy achievement declined across Year 7-10.
2015-01 → 2018-06 diff source
The curriculum dimension shows a decline between 2015 and 2018. In 2015, leaders and teachers were making significant improvement with engaging students in an increasingly relevant and interesting curriculum. By 2018, this strength was no longer highlighted; instead, concerns emerged about declining literacy achievement from Year 7 to 10 and achievement gaps for boys and Māori students, with governance and alignment issues affecting curriculum implementation.
2015-01 → 2018-06 diff source
Teaching quality showed concerning decline between 2015 and 2018. The 2015 report praised teachers for 'making significant improvement with engaging students in an increasingly relevant and interesting curriculum,' but the 2018 report identified declining student achievement in literacy and highlighted that governance and strategic alignment needed strengthening to support teaching improvements. While teachers showed 'willingness to research and adapt approaches,' the alignment from strategy to classroom practice became a critical gap.
2015-01 → 2018-06 diff source