Woodford House

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.

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

Woodford House is an Anglican special character Year 7 to 13 boarding and day school for girls in Havelock North, Hawke’s Bay. The current school roll is 383. The school caters for 220 boarders in five boarding houses. The school's vision is 'her light will shine.’

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

Expected improvements

The school expected to see all learners achieving success in a school learning climate that is consistently positive and culturally responsive. They also expected all learners enabled to reach their potential, supported by school conditions that strategically support the learner in rich, learning contexts that are inclusive of diverse learning needs.

Findings

The school made good progress. Initiatives, such as a school waiata, formalising kapa haka and resourcing a dedicated te ao Māori space have strengthened the visibility and integration of te ao Māori into school activities and events. Strengthened wellbeing systems and structures, including a Director of Wellbeing further reflect a sustained focus on providing a positive and learner-centred school climate.

New initiatives have been introduced to extend learning opportunities, including a Year 9 English extension class and scholarship level English at Year 10. Differentiated and personalised learning plans are in place to enable clear and achievable individual pathways. 

Staff have increased understandings about gifted education, and enrichment and extension, including offering university-level courses to learners when appropriate.

What we know about learner success 

This section provides a summary of learner success, wellbeing, and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

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%

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

Outcomes for most learners are equitable, excellent, and sustained over time.

• Most learners achieve at or above the expected curriculum levels in writing and mathematics by the end of Year 8 and almost all learners achieve in reading. Most learners achieve at or above the expected curriculum in reading and writing by the end of Year 10, with a large majority achieving in mathematics.
• Almost all learners achieve NCEA Levels 2 and 3 and University Entrance. Most learners achieve NCEA endorsed with Merit or Excellence. Achievement outcomes for Māori learners are equitable across all levels.
• Students report feeling cared about in their school and having positive relationships with staff and students. 
• Most learners attend school regularly. The school is meeting the Government target for regular attendance. The school has a suitable plan to address attendance.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum, and foundation school conditions for improvement.

Strategic and effective leadership drives improvement to systems and processes, setting high expectations for teaching and learning and achievement.

• The Boards and leaders gather and use evidence through community engagement to set strategic goals that drive equitable and excellent outcomes and wellbeing for learners.
• High expectations for teaching are well-supported through a range of targeted and individualised professional development opportunities.
• Systematic evaluation cycles, including external and internal reviews, inform strategic planning and decision-making focused on learner achievement.

Learners experience meaningful and intentional teaching and are effectively supported to achieve success.

• Learners have rich opportunities to learn across the breadth and depth of the New Zealand curriculum with a consistent focus on supporting learners to gain sound foundation skills in literacy and numeracy.
• Teachers know learners well, provide welcoming and relational learning environments, have high expectations for learners, and provide a range of tailored supports for learners needing additional support.
• Leaders and teachers maintain a strong focus on providing a range of domestic and international opportunities, creating personalised pathways that support each learners’ aspirations.

The school has embedded and well-aligned systems, structures and practices that underpin successful learner outcomes.

• Leaders and governance regularly and strategically use evaluative evidence to progress and monitor actions for improvement.
• Learners have considered transitions into, with and beyond school, contributing to individualised support for future pathways.
• The schools’ ‘Shine’ programme develops learners’ interpersonal skills, fostering a sense of belonging and confidence that supports learner wellbeing and engagement.
• Comprehensive wellbeing and pastoral support programmes respond well to learner needs, reflecting the school’s values and creating a positive culture and a strong sense of belonging.

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 identifies key priorities and actions for improvement.

Key priorities

• Improve regular attendance. 
• Evaluate the impact of the Year 11 diploma to determine effectiveness of teaching and alignment with the school’s curriculum.
• Consolidate the school’s expectations for effective, responsive teaching practices, including approaches that incorporate te ao Māori. 

Actions to bring about improvement 

Within six months:

• leaders analyse attendance data and report to the Board on progress towards meeting regular attendance targets
• curriculum leaders evaluate the impact of the Year 11 diploma on learner outcomes and engagement, identifying areas for refinement
• teachers and leaders increase the presence of te reo Māori and tikanga Māori in the school and classroom through continued professional learning and modelling

Annually:

• leaders analyse annual attendance data to identify trends and evaluate the effectiveness of strategies to inform decisions
• curriculum leaders analyse and report on learner achievement at all year levels, identifying successes and areas for improvement
• school leaders review and report on the school’s integration of te ao Māori learning opportunities throughout the curriculum, ensuring consistent and responsive teaching practices.

Expected outcomes

• Sustained high levels of regular attendance.
• A Year 11 academic diploma programme that consolidates learners' robust preparation for NCEA level 2 and other senior qualifications.
• Consistent responsive teaching practice that supports continued learner engagement and achievement with regular opportunities to learn and use te reo Māori and tikanga Māori.

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

9 April 2026