Opoho School is in a suburb of Dunedin. It provides a high quality education for students in Years 1 to 6. At the time of this review, in July 2010, there were 120 students attending, 22 of whom were Māori. The senior classrooms have recently been refurbished, making them attractive and stimulating learning environments.

The school community of parents, students and teachers, was fully involved in the development of the Opoho School curriculum and the Code of Conduct, guidelines that set out expectations for behaviour, learning and relationships. Over several years the school has had an emphasis on education for sustainability (EFS). Students have been, and continue to be, involved in projects at school and in the community, for example, the planting of and caring for native plant gardens.

Students receive high quality teaching and learning programmes. Students take part in a wide range of practical experiences within and beyond the school that give them choice and focus on building problem-solving skills. Students ERO spoke with said they really enjoyed the opportunities they had to learn through these activities. These practical programmes depend on and are well supported by parents.

The principal and teachers have high expectations that their students will achieve well. Teachers use a variety of effective teaching strategies. They model ways that students might use to extend their own thinking and learning. They make good use of assessment information so that students are taught in accordance with their identified strengths and needs. Records show that most students achieve well when compared with the national average with some students achieving significantly higher.

ERO observed respectful relationships amongst students and between students and teachers within most situations. Teachers work collaboratively and support each other through regular readings and discussions about recent research. The principal and board value their good teachers and have put in place two job-share partnerships. This has enabled teachers with young families to continue to teach.

Students are beginning to learn to reflect on themselves as learners and on their learning. The board and principal acknowledge that it is timely to review this process and the inclusion of Māori perspectives in programmes.

The school is well placed to implement the National Standards.

The board of trustees has demonstrated that it is governing the school in the interests of the students and the Crown. The board, together with the principal and school leaders, continues to be highly effective in using self-review procedures to further promote student learning - engagement, progress and achievement.