Leigh School

School Report 

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School

Leigh School is in the coastal town of Leigh north of Warkworth. It provides education for students in Years 0 to 6. Most students identify as Pākehā/New Zealand European (55%) and 17% of students identify as Māori. 

The school vision Ako tahi – learning and thriving together is underpinned by three core values: Manaakitangi/Respect, Tiakitanga/Responsibility and Atawhai/Kindness.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on evaluating the effectiveness of a whole-school structured literacy programme to meet the needs of every learner. The school expected to see a consistent structured literacy approach that supported all learners to make progress in their learning.

Findings 

A consistent structured literacy approach is embedded throughout the school. This has benefitted students and strengthened the quality of literacy teaching across the school. 

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding?Success and progress for all learners is increasing.What is the quality of teaching and learning?Learners benefit from high quality teaching practice that improves progress and achievement in  reading, writing and mathematics. How well does the school curriculum respond to all learners needs?

Learners have rich opportunities to learn across the breadth and depth of the curriculum.

There is a consistent focus on supporting learners to gain skills in foundational skills in  literacy and mathematics.

Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement?School planning and conditions to support ongoing improvement to the quality of education for learners are well established.How well does the school include all learners and promote their engagement and wellbeing?The school successfully promotes learners’ engagement, wellbeing and inclusion.How well does the school partner with parents, whānau and its community for the benefit of learners?

The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress.

The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 6

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of the New Zealand Curriculum in foundational skills.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

A large majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The small majority of learners attend school regularly.
• The school is behind the target of 80% regular attendance.
• The school is developing a suitable plan to improve attendance.
• Regular attendance is improving towards or beyond the target.
• Chronic absence is reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

• The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

• The school has good quality planning to increase the rate of progress for all groups of students.
• The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is meeting Government reading and mathematics targets set for 2030 and is approaching the writing target.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• Leaders, staff and the school Board consistently focus on meeting the needs of all learners. They prioritise improving regular attendance and raising achievement, especially in writing.
• Staff promote a secure and inclusive learning environment that supports learners to feel valued and accepted by each other. The school offers comprehensive programmes that support students' learning and wellbeing.
• The principal steadfastly pursues the school’s strategic goals. Leaders are making good progress to achieve the school’s vision.
• Staff are supportive of each other and collaborate effectively to ensure consistency of teaching practice in structured literacy and mathematics to accelerate progress and achievement for all learners. There is a strong emphasis on responding to the individual needs of all learners.
• Teachers with the support of parents and whānau provide a rich curriculum connected to the local environment, te ao Māori and grounded in the Enviroschool kaupapa (programme).
• Students experience valuable learning opportunities to explore local contexts and become kaitiaki (caretakers) of the local whenua (land). 

Key priorities

• Develop a strong oral language programme in junior classes to help learners establish foundation skills to access the broader curriculum.
• Improve the use of writing progressions so that teachers and students have clear guidance and expectations for their achievement.
• Strengthen the use of measurable outcomes in the school Board’s evaluation process to support progress towards the school’s strategic goals.
• Improve regular attendance.

Actions to bring about improvement 

Within three months: 

• leaders and the school Board complete the attendance plan to ensure strategic actions are in place to continue to improve regular attendance

Within six months:

• leaders and teachers explore and implement an oral language programme in the junior class that supports learners to gain foundational skills in speaking and listening
• leaders and teachers review the use of the writing progressions, so teachers are better able to guide learners on what is expected for them to improve their writing

Every six months:

• leaders review attendance data, check if strategies are working, and work with families and staff to help students who are often absent
• leaders analyse and report to the school Board on the progress and achievement of all learners in oral language, literacy and mathematics to monitor their progress and achievement

Annually:

• leaders evaluate and report to the school Board on the effectiveness of implemented strategies in improving regular attendance for all learners
• leaders and teachers evaluate and report student progress and achievement in oral language, reading, writing and mathematics to the school Board and community, ensuring all learners are tracked, supported and celebrated in their learning journey
• leaders work with teachers, the school Board, parents and whānau to monitor progress against strategic goals, ensuring actions stay aligned with shared aspirations.

Expected outcomes

• Improved attendance and progress toward meeting the government attendance target by 2030.
• Accelerated student progress and achievement in foundational skills particularly in writing.
• Improved coherence of strategic planning in line with improvement goals and student outcomes.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Actions for Compliance

ERO has identified the following areas of non-compliance during the Board assurance process:

• ensure all staff employed have a current police vet
  [Children’s Act 2014, s104 Education and Training Act 2020].

The Board has since addressed the areas of non-compliance identified.

The next public report on ERO’s website will be a School Report and is due within four years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Sharon Kelly
Director of Schools

20 October 2025