Westbrook 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 

Westbrook School is located in Rotorua and provides education for students in Years 1 to 6. The school’s vision is for students to experience success through creative, innovative and collaborative practices. This vision is supported by the values of Whanaungatanga, Respect, Responsibility, Initiative and Excellence.

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 

• The majority of learners, including Māori students, achieve at and above expected curriculum levels in reading, writing and mathematics; targeted interventions are in place to reduce disparity for groups of learners below the expected curriculum levels.
• Students have a positive sense of belonging and pride in their school.
• A large majority of learners attend school regularly; the school is improving towards the Government’s target for regular attendance.

Conditions to support learner success

• The senior leadership team works collaboratively to set and pursue goals focused on improving equity in outcomes for learners.
• Leaders have a deliberate, well considered approach to school improvement that increasingly supports embedding systems and consistent practices.
• Leaders provide relevant professional learning and coaching that enables staff to strengthen their teaching practice and better support learner progress and achievement.

• Students learn in inclusive environments where mutual respect and trust between learners and teachers supports good participation in activities.
• Teachers engage students in learning that purposefully builds their knowledge and skills.
• Leaders and teachers collectively inquire into aspects of teaching practice that improve learner progress and achievement.

• Leaders recognise and value the diverse school community; they are developing schoolwide culturally responsive practices to strengthen learning-focused partnerships with parents and whānau.
• Leadership monitors and responds to planned changes in teaching practice so that these align with strategic priorities.
• Student wellbeing is supported by teachers and leaders using relationship-based approaches and restorative practices that improve student engagement.

Part B: Where to next? 

The agreed next steps for the school are to: 

• improve outcomes for all learners in reading, writing and mathematics, through strengthening the use of student achievement information to support teaching and learning
• provide regular opportunities for whānau Māori to share their aspirations and receive relevant information about the curriculum, to inform ongoing strategic planning and decision making
• further strengthen systems and processes for monitoring and improving students’ regular attendance.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• work in partnership with whānau Māori about the outcomes and aspirations whānau want for their children

Every six months:

• analyse and respond to information gathered from whānau Māori to enhance learning partnerships and inform relevant changes to curriculum delivery
• monitor staff understanding and use of assessment practices and student achievement information, and provide professional learning as needed
• review and evaluate the impact of strategies for improving attendance

Annually:

• review and report to the board on student attendance, progress and achievement information to identify next steps
• monitor and evaluate how well teachers use student achievement information to guide planning and teaching to ensure equitable and engaging opportunities for all learners.

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

• improved rates of regular attendance and increased progress and achievement for all learners in reading, writing and mathematics
• leaders and teachers confident in using student achievement information, improving learner outcomes
• enhanced learning partnerships between the school and whānau Māori that support ongoing Māori student success.

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

3 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