Waihi East 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

Waihi East School provides education for students in Years 1 to 6. The roll of 226 includes 63% of learners who identify as New Zealand European/Pākehā, 27% Māori and a small number of from other ethnic backgrounds.

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 September 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The previous evaluation focused on how well students use the school values in their learning and how they impact equity in achievement. The school expected to see students adopting and applying the values in their school-life and recognising their own progress. They also expected to use the school’s graduate profile to report outcomes to parents.

Findings

The school sought community feedback about school culture and the graduate profile. Families view the school as a key part of the community, and the graduate profile continues to be the preferred framework for reporting learner outcomes. The school is now reviewing how the graduate profile will be incorporated into new curriculum and reporting requirements.

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 good 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 sufficient opportunities to learn across the breadth and depth of the curriculum.

There is an increasingly 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?The school is establishing planning and conditions that support improvements in the quality of education for learners.How well does the school include all learners and promote their engagement and wellbeing?The school reasonably 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 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

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

Results are equitable for all groups of learners.

Writing

Less than half of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

A small majority of 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 students attend school regularly.
• The school is approaching the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is improving towards or beyond the target.
• Chronic absence is not yet 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 is developing 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 not 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

• Wellbeing is intentionally prioritised and balanced alongside academic expectations. This holistic approach supports students to feel confident and ready to learn, contributing to positive engagement and sustained progress.
• The school integrates structured literacy and mathematics approaches within a broad and balanced curriculum that reflects local contexts.
• Leaders work collaboratively to improve student outcomes, foster a positive culture for learning and address the school’s strategic priorities.
• Leaders maintain a close connection to daily practice and emerging priorities, ensuring decisions are well informed and responsive.
• High levels of relational trust contribute to cohesive practice, smooth day to day operations, and a stable foundation for improving teaching and learning.
• Families/whānau express confidence in the school’s direction, culture, and leadership. Their feedback highlights strong relationships, open communication, and a shared sense of pride in the school’s role within the wider community.

Key priorities

• Raise achievement in reading, writing and mathematics across all year levels.
• Develop internal evaluation processes that focus on improved outcomes.
• Improve regular attendance for all learners.

Actions to bring about improvement

Every six months:

• senior leaders and staff scrutinise learner progress and achievement information and use it to guide targeted interventions, inform next steps for planning and ensure insights are reported to the school Board
• leaders evaluate the effectiveness of the selected interventions to determine which are accelerating learning and which require refinement to ensure all learners make meaningful progress
• leaders and teachers collaboratively review attendance data to gather insights, modify initiatives and adjust the plan as required

Annually:

• leaders and teachers analyse achievement data and scrutinise assessment practises, evaluating the impact and effectiveness of strategies, interventions and structured programs to improve learner outcomes and report the analysis to the board to inform future strategic actions
• leaders review internal evaluation processes to adjust and refine practice, strengthen teaching and learning and maintain a strong focus on progress and achievement
• the Board and leaders review the effectiveness of attendance management strategies to increase regular learner attendance towards government targets.

Expected outcomes

• Improved achievement in reading, writing and mathematics for all learners.
• Teaching and learning that is informed by sound, data-informed evaluation and leads to improved outcomes for learners.
• Increased rates of regular attendance.

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

23 April 2026