Waiuku Primary 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  

Waiuku Primary School provides education for students in Years 1 to 8. The current roll of 354 includes 56% Pākehā | New Zealand European students, 24% of students who identify as Māori and an increasing number of students from culturally diverse backgrounds. The school’s vision of ‘Believe – Whakapono |Persevere – Manawanui | Achieve – Kia Tutaki’ is understood by children as ‘We believe we can achieve; we don’t give up’. The vision is underpinned by the school’s established values programme known as ‘The Waiuku Way’. 

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 

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? ​​The school is working towards high levels of success and progress for all learners.​ 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 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 Safety ​​The school board is taking reasonable steps to ensure student health and safety.​ 

Achievement in Years 0 to 8 

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 

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

Results are ​becoming more equitable​ for all groups of learners. 

Writing 

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

Results are ​becoming more equitable​ for all groups of learners. 

Mathematics 

​​A large majority of​ 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 ​approaching​ 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 uses an appropriate approach and reliable practices to 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 ​making​ progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority. 

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 

• ​​Learners and teachers show positive, respectful relationships, reflecting a caring, inclusive school culture.
• ​Regular rates of attendance are increasing with high levels of in-class engagement evident across the school.
• ​Leaders and the board work together to ensure systems and processes are consistent and aligned with the organisation’s improvement goals.
• ​The school has a strong, structured approach to teaching literacy in place and is well placed to implement structured mathematics.
• ​A broad and meaningful curriculum supports strong foundations in reading, writing and mathematics, with an additional focus on preparing Year 7 and 8 learners for secondary school.
• ​Leaders and teachers work together to reflect on teaching practice and data analysis to plan for improvement.
• ​Robust assessment systems help track student progress and achievement, including learners' risk of not achieving.​ 

Key priorities 

• Raise achievement levels in reading, writing and mathematics for all students with a focus on improving equitable outcomes for groups of learners.
• Strengthen internal evaluation by analysing rates of accelerated progress.
• Embed structured mathematics teaching approaches.
• Update school practices to align with changes in assessment to monitor progress and guide next steps.
• Increase student attendance. 

Actions to bring about improvement 

Within six months: 

• leaders explore knowledge of evaluation cycles to help develop and implement a school approach for continuous improvement 

Every six months: 

• leaders and teachers monitor and evaluate progress towards raising achievement outcomes in literacy and mathematics school-wide for all groups of learners
• leaders review the impact of strengthened skills and knowledge in internal evaluation to make changes for improvement 

Annually: 

• leaders include rates of acceleration in reading, writing and mathematics as part of the school’s annual reporting cycle
• leaders and the School Board review progress in achievement and attendance as well as the effectiveness of programmes and practices in relation to strategic and annual goals for continuous improvement. 

Expected outcomes 

• Improved student attendance, progress and achievement and equitable outcomes for all groups of learners.
• Structured teaching and assessment in literacy and mathematics programmes are in place, leading to improved outcomes for all students.
• A stronger internal evaluation approach is building teacher capability and improving outcomes for all learners. 

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​ 

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​ 

​​28 October 2025​