William Colenso College
21 Arnold Street, Onekawa · Hawke's Bay & Gisborne
Active MoE intervention — limited statutory manager
A limited statutory manager has been appointed to William Colenso College . NZ Gazette notice
Latest ERO review
2023-05-15 · Shelley Booysen, ERO
- Board has attested to meeting regulatory and legislative requirements across all key areas as of July 2022
- Board Administration requirements confirmed
- Curriculum requirements confirmed
- Management of Health, Safety and Welfare requirements confirmed
- Personnel Management requirements confirmed
"As of July 2022, the William Colenso College 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.
The 2017 report highlighted significant improvement in NCEA results for Māori students at Levels 1 and 3, but noted a persistent disparity between Māori and non-Māori at Levels 1 and 2. The 2023 report does not provide specific achievement data for Māori students, instead emphasizing culturally responsive teaching and whanaungatanga as supports for progress, suggesting a shift in focus from reporting specific achievement gaps to highlighting relational and cultural approaches.
2017-12 → 2023-05 diff source
Achievement showed mixed progress between 2014 and 2017. While NCEA results improved overall and for Māori students at Levels 1 and 3, the percentage of students achieving at least NCEA Level 2 remained stagnant. New concerns emerged around Year 7 literacy entry levels, gender disparities in writing, and persistent Māori-non-Māori achievement gaps at Levels 1 and 2.
2014-10 → 2017-12 diff source
Both reports affirm strong governance with community engagement, but the 2017 report shifts emphasis from trustees' consultative charter development to their stewardship and representation role. The 2014 report highlights 'consultatively developed charter' and trustees' community links for consultation, while the 2017 report emphasizes trustees' stewardship role and the school's 'whole-school commitment to community collaboration.' The governance score declined slightly from 85 to 80.
2014-10 → 2017-12 diff source
Both reports emphasize wellbeing as a strength, but with a subtle shift in framing. The 2017 report highlights 'comprehensive pastoral and wellbeing provision responding holistically to students' diverse needs,' while the 2023 report integrates wellbeing into broader community collaboration and relationship-building ('whanaungatanga'), suggesting a more systemic and collaborative approach to student wellbeing rather than standalone provision.
2017-12 → 2023-05 diff source
Between 2014 and 2017, Māori student achievement improved significantly at Levels 1 and 3, with the 2017 report confirming "significant improvement in National Certificate of Educational Achievement (NCEA) results overall and for Māori students, especially at Levels 1 and 3." However, a new concern emerged: a disparity between Māori and non-Māori achievement at NCEA Levels 1 and 2 remained, whereas the 2014 report had noted that "Māori, on average, now achieve at similar levels to other students in the school."
2014-10 → 2017-12 diff source