Woodlands Park 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 

Woodlands Park School is a co-educational primary school that provides education for students in Years 1 to 6. The current roll is 308; most learners identify a Pākehā / NZ European, 7% of learners identify as Māori, 10% as Asian, and 3% are of Pacific heritage.

The school’s vision to create Successful, Inclusive, and Courageous Learners is underpinned by the school’s core values of Manaakitanga, Whanaungatanga, Kaitiakitanga, and Rangatiratanga.

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 embedding a school-wide structured literacy approach underpinned by fit for-purpose reading materials and resources. Teachers continued the implementation of Aotearoa New Zealand’s Histories and Te Takanga o Te Wā. Leaders developed internal evaluation processes using ERO’s School Improvement Framework (SIF).

Findings 

Woodlands Park School made clear progress across all identified priorities. Structured literacy practices are now embedded school-wide, supported by targeted Professional Learning and Development (PLD). Teachers use new resources including, decodable texts to support learners. The school upgraded its library to align with literacy goals. 

The Aotearoa New Zealand’s Histories curriculum is fully implemented, led by a specialist Te Ao Māori teacher. Evaluation processes continue to be strengthened using ERO’s School Improvement Framework. 

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?Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.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 is improving its collection and use 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 1 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

Almost all learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

Almost all learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

Almost all learners meet or exceed the expected curriculum level.

Results are becoming more 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.
• Assessment information is used well 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, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.

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 benefit from a rich and well-resourced curriculum that provides meaningful learning opportunities.
• Leadership capability is strong across the senior and middle leadership teams, supporting a collaborative and improvement-focused school culture.
• Teaching and learning practices are coherent and consistent school wide, supported by a positive learning environment and shared language of learning.
• Teachers demonstrate high professional capability, including reflective, relational, and responsive practices.
• Structured approaches to literacy and numeracy are embedded school wide, supporting continuity and progression in learning. 

Key priorities

• Strengthen partnerships with whānau and iwi to ensure sustained culturally sustaining practices and shared decision-making are embedded school wide.
• Strengthen internal evaluation practices across the school for continuous improvement.
• Embed an effective attendance plan and procedures to increase regular attendance.

Actions to bring about improvement 

Within six months:

• leaders and teachers work together to strengthen the evaluative capability to enhance schoolwide decision making
• leaders embed attendance plans and procedures school wide to improve regular attendance

Every six months:

• leaders evaluate and refine internal evaluation systems and processes
• school leaders develop opportunities to engage with whānau and iwi and strengthen partnerships
• leaders review and refine attendance plan and procedures

Annually:

• leaders and teachers evaluate and refine internal evaluation systems and processes for continuous improvement
• school leaders and board evaluate partnerships which further develop opportunities to engage in collaboration for sustained culturally responsive practices and shared decision making
• leaders evaluate effectiveness of attendance plans and procedures and report to board.

Expected outcomes

• Partnerships with whānau and iwi ensuring culturally sustaining practices and collaborative decision making are embedded school wide.
• Effective internal evaluation systems and processes embedded school wide for continuous improvement.
• Increased achievement for target groups of learners above curriculum expectation.
• Increased regular attendance toward government targets.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students

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

Provision for International Students

This section is about the quality of the provision of education for international students enrolled at the school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school  has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

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

15 January 2026