The Education Review Office (ERO) has introduced a new colour-coded system in its school performance reports, but the move has raised concerns among some school principals who fear the simplified ratings may not fully capture the complexities of school environments, particularly in communities facing socio-economic challenges.

The updated reports, released recently, feature tables using four colours to assess schools across 14 areas, such as attendance, reading, writing, and teaching quality. The colours represent performance levels ranging from “excelling” (dark green) and “doing well” (light green) to “working towards” (orange) and “improvement required” (red).

While the ERO designed the tables to provide a clear and accessible snapshot of school performance, several educators argue that the format risks unfairly stigmatizing schools, especially those serving disadvantaged communities where attendance and achievement often lag behind national averages.

Jane Stanley, principal of Westlake Girls’ High School, one of the initial recipients, said the new system offers a more comprehensive overview than earlier reports when combined with the full document. Westlake’s table predominantly displayed dark and light green ratings, with a single orange mark for attendance. Stanley cautioned, however, that many parents might only view the summary table, missing more nuanced insights contained in the full report.

Beaconsfield School near Timaru also received a report featuring mostly light and dark green ratings, accompanied by two orange boxes for attendance and governance. Principal Hamish Brown explained that the governance rating reflected recent changes in board membership rather than performance issues, and attendance figures were affected by small numbers given the school’s size of approximately 120 students. Brown emphasized that the simplistic colour coding could misrepresent a school’s circumstances if readers do not consult the detailed report.

The New Zealand Principals’ Federation echoed these concerns. President Jason Miles described the tables as “confronting” and warned they could lead to misleading conclusions if audiences focus solely on the colour ratings without understanding the context. Miles highlighted that attendance ratings, in particular, may indirectly reflect a school’s socio-economic conditions more than its efforts or effectiveness.

In response, the ERO acknowledged the concerns and stressed that the colour-coded snapshot is only one element of the report, intended to help parents and whānau navigate the full review rather than replace it. The office urged readers to consider the complete reports, which include narrative commentary on achievements, areas for improvement, and plans to enhance outcomes for learners. This is especially important for schools showing progress from lower baselines or serving communities with high needs, the ERO said.

The agency affirmed its commitment to using feedback from schools, families, and communities to refine the reporting model and ensure it remains clear, useful, and focused on supporting learner success. It also recognized that adjustment to the new format would take time across the education sector.