Wainuiomata High School
60 Parkway, Wainuiomata · Wellington
Active MoE intervention — limited statutory manager
A limited statutory manager has been appointed to Wainuiomata High School as of 2017-12-18. NZ Gazette notice
Latest ERO review
2023-08-28 · Shelley Booysen, ERO
- Board has attested to meeting all regulatory and legislative requirements as of October 2022
- Board Administration compliance confirmed
- Curriculum compliance confirmed
- Management of Health, Safety and Welfare compliance confirmed
- Personnel Management compliance confirmed
"The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years."
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Both reports affirm the school's commitment to student wellbeing, but with a shift in focus. The 2021 report highlighted a 'well-considered approach to supporting student wellbeing' within an established pastoral care system showing visible engagement. By 2023, while 'conditions in place within the school to continue to embed restorative practices and positive relationships' remain, the emphasis moved to 'developing a culture of physical and emotional wellbeing' as an ongoing priority, suggesting the earlier gains required continued intentional effort post-COVID.
2021-05 → 2023-08 diff source
The curriculum focus shifted from celebrating an innovative, systematic student-centred design with three key components (course learning time, manaaki time, MPLD) in 2021, to emphasizing teaching effectiveness and foundational conditions for learning in 2023. The 2023 report deprioritizes curriculum structure language, instead highlighting an Effective Teacher Profile and targeted interventions for literacy and numeracy, suggesting a pivot toward addressing pandemic-related learning loss rather than curricular innovation.
2021-05 → 2023-08 diff source
The 2021 report emphasized innovative curriculum design and student-centered learning opportunities, while the 2023 report shifted focus to 'effective teaching' through an Effective Teacher Profile and Professional Growth Cycle using evidence-based strategies. Both reports value high expectations and student-centered approaches, but the later report explicitly prioritizes teaching practice development and targeted interventions for literacy and numeracy outcomes.
2021-05 → 2023-08 diff source
Both reports identify equity as an ongoing priority, but the focus shifted from addressing disparities between ethnic groups in NCEA achievement to a broader goal of creating equity in achievement across all students. The 2021 report emphasized specific concerns about Māori and Pacific learner outcomes, while the 2023 report frames equity more universally through targeted interventions in literacy and numeracy showing early signs of success.
2021-05 → 2023-08 diff source