Ruapehu College
30 Tainui Street, Ohakune · Taranaki & Manawatū
Active MoE intervention — limited statutory manager
A limited statutory manager has been appointed to Ruapehu College as of 2012-07-05. NZ Gazette notice
Latest ERO review
2023-01-26 · Phil Cowie, Central Region | Te Tai Pūtahi Nui
- Board has attested to meeting regulatory and legislative requirements across Board Administration, Curriculum, Health/Safety/Welfare, Personnel Management, Finance, and Assets
- Non-compliance identified: insufficient identity checks on staff appointment (Children's Act 2014)
- Board has taken steps to address the non-compliance identified
"As of March 2022, the Ruapehu College's Board has attested to the following regulatory and legislative requirements"
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Māori student achievement improved substantially between 2015 and 2016. The 2015 report identified Māori achievement as "a concern with significant gaps" despite some improvement, while the 2016 report highlighted that "Links with iwi and culturally responsive practices are supporting Māori students to be engaged achievers" with measurable gains in NCEA literacy, numeracy, and Levels 1-3 over the two-year period.
2015-02 → 2016-06 diff source
Significant improvement in equity outcomes for Māori students between 2015 and 2016. The 2015 report identified Māori student engagement and achievement as "a concern with significant gaps when compared to their peers," while the 2016 report highlights that "Links with iwi and culturally responsive practices are supporting Māori students to be engaged achievers" and documents measurable achievement improvements across NCEA levels.
2015-02 → 2016-06 diff source
Leadership at Ruapehu College progressed from a developing stage with emerging self-review practices to a well-placed stage with effective team collaboration. The 2016 report highlights that the principal and senior leaders now 'effectively collaborate as a team to make positive changes and improvement for students' and are 'inclusive of staff, whānau and families in decisions about the school's direction,' representing significant strengthening of leadership capacity.
2015-02 → 2016-06 diff source
Governance improved significantly between 2015 and 2016. In 2015, trustees were described as developing understanding of their roles through external support and restructuring. By 2016, the board demonstrated a mature, clear focus on stewardship with regular, informative reporting on student achievement and school operations.
2015-02 → 2016-06 diff source
Teaching improved significantly between 2015 and 2016. The 2015 report noted the school was exploring ways to develop a more responsive curriculum, while the 2016 report confirmed that 'the school has made significant changes to improve its curriculum and teaching' with improved assessment practices, standards-based alignments, and more effective use of student data to identify at-risk learners.
2015-02 → 2016-06 diff source