Wainui School

School Evaluation 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.

Context

Wainui School is a rural school in the Rodney District, north of Auckland, and provides education for learners for Years 1 to 8. The school vision is ’Small enough to nurture dreams, big enough to realise them. He iti noa he whakapoipoi moemoeā, he nui noa hei whakaea ai’.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

• A large majority of learners achieve at or above expected curriculum levels in reading; most learners achieve in mathematics; about half of all learners achieve at expected levels in writing.
• A key next step is for the school to accelerate the achievement outcomes for Māori learners and boys in writing.
• Students benefit from a respectful and inclusive environment that encourages learner participation and collaboration.
• Most learners attend school; attendance rates meet the national Ministry of Education targets.

Conditions to support learner success

• Leaders have a strong focus on sustaining a positive learning community, a culture of collaboration and relational trust, that supports improving teaching and learning outcomes.
• Leaders’ and teachers’ specific professional learning goals align well with the school’s focus to raise student achievement.
• Leaders and teachers are developing their competency in the use of te reo Māori and tikanga Māori so learners can see their culture reflected at school; using current research will support this initiative.

• Curriculum design provides multiple opportunities for learning in a broad range of local contexts so that learners can experience meaningful learning opportunities; a key next step is to rationalise the many activities to ensure appropriate time is given to reading, writing and mathematics.
• Leaders and teachers work collaboratively to ensure effective teaching across the school enhances outcomes for learners.
• Students with additional learning needs are well catered for; leaders work proactively with whānau and external agencies to support wellbeing and learning outcomes.

• The board and leaders implement effective systems and processes to promote an emotionally and physically safe environment for students.
• The board uses robust achievement information about learner progress to identify what is working well and to make forward planning decisions.
• Parents have high expectations for learner success; leaders and teachers proactively partner with parents, so they are involved in their children’s learning, progress and pathways.

Part B: Where to next?

The agreed next steps for the school are to:

• raise achievement in writing for identified groups of students, particularly boys and Māori learners
• use research to develop a schoolwide understanding of te reo Māori language learning
• revise school timetabling and provide guidance to ensure a greater consistency of teaching and learning programmes, especially reading, writing, and mathematics.

Within six months:

• establish moderation processes to enable teachers to meet regularly to discuss individual learners’ writing assessments and inform next steps for teaching and learning
• explore research such as Te Poutama Reo framework; a self-evaluation tool to support improvement in te reo Māori provision.

Every six months:

• identify effective practice in literacy teaching, especially writing, and use this to inform successful strategies for responding to learner need
• develop a plan to support implementation of te reo Māori using key aspects from Te Poutama Reo
• monitor and review classroom timetabling and the many curriculum experiences, so learners have equitable learning time for reading, writing and mathematics.

Annually:

• evaluate effective teaching practice in writing, te reo Māori provision and attendance rates for better learner outcomes and report progress to the board and community, to help them know what is working, for who and where to next.

Actions taken against these next steps are expected to result in:

• equitable achievement outcomes in writing for all learners
• te reo Māori and te ao Māori is evident in schoolwide practice
• sustained and improved attendance and consistent school timetabling.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Acting Director of Schools

7 March 2025

About the School

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