Whitikahu 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 

Whitikahu School is a rural school providing education for students in Years 1 to 8. Most of the roll of 52, are New Zealand European/Pākehā students. A new principal was appointed in Term 4 2025.  

The school’s whakatauki is Mā te huruhuru ka rere te manu | Adorn the bird with feathers so it may fly. 

The principal and staff are revisiting the school values to reflect the culture and aspirations held for learners in a rural community. 

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?Success and progress for all learners is increasing.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 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?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 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 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.

The school roll is small, with a higher proportion of boys than girls.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 65%

65 to 79%

80 to 90%

Over 90%

Reading

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

Results are not yet equitable for all groups of learners.

Writing

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

Results are not yet equitable for all groups of learners.

Mathematics

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

Results are not yet 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 large majority of learners 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.

Assessment

This section is about how the school assesses learner progress and achievement.

The school is improving its approach and the reliability of its practices to accurately 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.

Recently reviewed systems and processes focus on improving outcomes for learners, contributing to a significant increase in regular attendance. 

• 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 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

• Leadership is strategic, future‑focused and committed to strengthening teaching and learning. Systems, processes and expectations are being reset and embedded. Collaborative practice, trust and coherence across the school are strengthening. 
• Learners experience warm, respectful relationships. This inclusion is evident in settled classrooms, positive interactions and a supportive family‑like environment.
• Teachers know their learners well. Relational and responsive teaching practices are evident. Teacher aides are highly valued, effectively integrated and contribute to strong learning support and high levels of engagement. New students and those requiring additional support are welcomed and quickly integrated. 
• Professional learning is aligned to strategic goals and identified staff development and learner needs. Staff demonstrate openness to learning, adaptability and willingness to refine practice. 
• The school benefits from long‑standing connections with its rural community. Traditions, agricultural events and local partnerships, including with the marae and mana whenua reflect these connections. These partnerships  enhance belonging and create authentic learning opportunities reflective of the rural context. 

Key priorities

• Embed and refine teaching, learning and assessment practices in relation to The New Zealand Curriculum with a particular focus on writing.
• Build evaluative capability at all levels of the school. 
• Increase and sustain high levels of regular attendance.

Actions to bring about improvement 

Within six months:

• align curriculum and assessment practices so that planning is responsive to learning needs, with a particular focus on writing
• develop knowledge and understanding of evaluation for improvement and establish clear, relevant processes, focused on outcomes for, and impact on, learners 

Every six months:

• leaders and teachers review and adapt as needed the revised assessment and curriculum practices that further support learners to achieve improved outcomes, including accelerating progress and achievement in writing
• leaders and teachers evaluate progress against the attendance targets adjusting practices as needed and report to the school Board and community

Annually:

• leaders and teachers collaboratively evaluate the impact of teaching approaches, curriculum delivery and assessment to inform ongoing strategic planning and resourcing 
• leaders and the Board evaluate attendance strategies to determine next steps.

Expected outcomes

• Strengthened evaluative capability resulting in more effective decision‑making at all levels for high quality teaching and learning. 
• Increased rates of progress and achievement toward equity and excellence for all learners.
• Increased regular student 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

20 May 2026