Waitoriki 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

Waitoriki School has 37 students in Years 1 to 8 of which, 67% are New Zealand European / Pākehā, 31% identify as Māori and 2% of other ethnicities. The school is guided by the vision, Active in Learning - Loving to Learn - Mātātoa i roto Akoranga - Aroha ki te Ako. The PURURI values of Perseverance, Uniqueness, Responsibility, Initiative, Respect and Integrity underpin the vision. 

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

Improvements and findings

This section is about the progress the school has made since the November 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements 

The school has focused on evaluating how effectively the school’s localised curriculum improves outcomes for all learners, with a focus on wellbeing and achievement. The school expected to see additional actions taken to improve the curriculum’s responsiveness and support higher levels of engagement, self-confidence, and achievement among learners. 

Findings

During the evaluation, it was found the school’s curriculum is providing learners with a broad range of learning experiences and opportunities. The principal is implementing professional learning and development (PLD) for teachers to support acceleration of progress and equitable achievement outcomes for learners. Teachers meet regularly to review and plan programmes that support learner wellbeing and academic success.  

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 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 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 Years 0 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.

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 becoming more equitable for all groups of learners.

Writing

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

Results are becoming more equitable for all groups of learners.

Mathematics

Most learners meet or exceed the expected curriculum level.

Results are 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. 

• Less than a third of learners attend school regularly.
• The school is behind 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 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. 

• 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 making progress towards meeting Government reading, writing and mathematics targets and is likely to meet them by 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’ report having a strong sense of pride in the school, they understand and demonstrate the school values.
• Teachers implement structured approaches to teaching reading, writing and mathematics focused on strengthening students’ foundational literacy and numeracy skills.
• The curriculum connects students with their community and local area to provide meaningful learning opportunities.
• Teachers participate in professional learning that aligns to the school’s strategic goals and increases their collective ability to meet learner needs.
• Staff collaboratively plan and monitor improvement strategies for students requiring additional support, including effective transition initiatives and wellbeing provisions.
• The principal, staff and school Board maintain effective partnerships with the community; informed curriculum and resourcing decisions are aligned to supporting equitable outcomes for learners.

Key priorities 

• Improve and sustain regular attendance.
• Embed teaching practices that accelerate equitable and excellent progress and achievement outcomes.
• Review current assessment practices to align with new curriculum requirements.
• Use internal evaluation to measure the impact of strategic initiatives implemented to improve learner outcomes.

Actions to bring about improvement 

Within three months:

• the principal and staff implement an attendance plan, including initiatives to increase regular attendance

Within six months:

• teachers engage in ongoing professional learning to support their collective knowledge and consistent use of effective teaching practices and assessment tools in English and Mathematics

Every six months:

• the principal monitors and reports on the effectiveness of the school’s attendance plan
• the principal and teachers routinely evaluate the impact of strategic initiatives implemented to accelerate learner progress and achievement outcomes

Annually:

• the principal and teachers assess how well the school’s evaluation for improvement model is supporting improved outcomes for learners and plan for the following year
• the principal and school Board review student attendance, progress and achievement outcomes and use this information to report to parents and inform strategic planning and resourcing decisions

Expected outcomes 

• Regular attendance increases to meet the Government’s attendance target.
• Effective schoolwide teaching, learning and assessment practices that promote successful learner outcomes.
• Strengthened internal evaluation capability that supports ongoing school improvements.

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 September 2025