Stratford High School
Swansea Road, Stratford · Taranaki & Manawatū
Composite score
Established
Active MoE intervention — limited statutory manager
A limited statutory manager has been appointed to Stratford High School as of 2009-06-09. NZ Gazette notice
Latest ERO review
2022-11-25 · Phil Cowie, Central Region | Te Tai Pūtahi Nui
- School leadership is relatively new with the principal and deputy principal appointed in 2020
- Recent community consultation has informed the future direction of the school
- School values can support a consistent approach to responding to diverse needs
- Systems and processes identify and are increasingly responding to the needs of all learners
- The school has a teen parenting unit, special education needs unit onsite, and an alternative education unit offsite
"School leadership is relatively new with the principal and deputy principal appointed in 2020."
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Leadership at Stratford High School underwent significant transition between the two reports. In 2019, leadership capability was developing with focus on strengthening data use and teacher appraisal processes. By 2022, a relatively new principal and deputy principal appointed in 2020 had established a collaborative leadership team that effectively enacts the school's vision, values, and strategic aims, contributing to the school's overall rating improvement from 'developing' (65) to 'well placed' (82).
2019-06 → 2022-11 diff source
Stratford High School's equity focus shifted from addressing persistent NCEA outcome disparities between Māori/non-Māori and boys/girls (2019) to building broader inclusive systems and capacity to respond to diverse learner needs (2022). The 2022 report emphasizes structural support through specialized units and community consultation, while noting the need to 'further build the capacity in the school to better respond to the diverse needs of all learners, particularly Māori'—suggesting ongoing equity challenges despite systemic improvements.
2019-06 → 2022-11 diff source
The 2019 report highlighted established curriculum strengths including broadened senior school options and vocational pathways responding to student needs. By 2022, the school was in active curriculum redesign, with the new leadership team implementing a new junior curriculum to better meet the needs of all learners, representing a shift from consolidation to systemic curriculum reform.
2019-06 → 2022-11 diff source