West End Te Kura O Morere

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

West End Te Kura o Morere has 260 students in Years 1 to 6 of which, 51% identify as New Zealand European / Pākehā, 27% as Māori, 7% Indian, 7% Asian, 4% of Pacific heritage and 4% from other ethnicities.

The school is guided by their collective vision, Ngā Whenu Kaha o te Ākonga   – The Strong Threads of the Learner. The values of Te Taura Whiri — Whanaungatanga, Ako, Kaitiakitanga, and Manaakitanga underpin the vision — to nurture learners who are confident communicators, challenge takers, investigators, thinkers, self-managers, and team players.

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

ERO and the school worked together to evaluate how effectively delivery of the literacy curriculum achieves equity and excellence for learners.

Expected improvement

The school expected to see accelerated progress for learners working toward curriculum expectations in literacy, the effective teaching and learning of literacy and a school curriculum that comprehensively reflects shared expectations for teaching and learning of literacy.

The school focused on revising strategic and annual planning, documenting the deliberate actions the school will undertake to build literacy practice aligned to students working toward curriculum.

Findings

Leaders and the school Board worked collaboratively with parents and whānau to revise their strategic plan and set relevant goals to guide their key priorities.

Participation in professional learning and development (PLD) for teachers has contributed to their shared understanding of writing strategies. Structured literacy has been introduced in the junior school, with plans to implement this across the school. Teachers have had opportunities to discuss their practice with colleagues and receive support from a structured literacy leader, contributing to consistent delivery of the agreed practice.

Leaders set a writing target in 2024 for priority learners in a specific year group. Most learners achieved positive progress with close to half of these learners achieving accelerated progress. The implementation of structured literacy in the junior school is proving effective, supporting learners to develop relevant foundational literacy skills. Leaders, teachers and the school board are maintaining their focus on raising the achievement of Māori learners and boys in writing.

Most priority learners made progress, with nearly half showing accelerated improvement. The introduction of structured literacy in the junior school is supporting students in developing foundational literacy skills. Leaders, teachers and the school Board continue to focus on improving the writing achievement of Māori learners and boys.

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.

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.

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 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.
• 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 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 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

• The school’s values are reflected in positive, inclusive learning environments that support wellbeing.
• Leaders regularly connect with parents and whānau, ensuring their aspirations shape strategic planning and align with the shared vision for learner success.
• Learners needing extra support are identified, monitored, and given targeted help, including additional staffing for English Language Learners.
• Teachers take part in literacy and maths professional learning, helping ensure learners experience consistent teaching that builds knowledge and skills for meaningful learning.
• Parents and whānau are welcomed and regularly informed about their child’s progress, achievement, and attendance.
• Staff build strong partnerships with other education networks and specialists to support smooth transitions and improve learner outcomes.
• The school Board works closely with leaders to respond to resourcing needs that support both learners and staff.

Key priorities

• Raise achievement in writing for boys and Māori learners.
• Improve attendance to meet the government target for regular attendance.
• Consolidate teaching approaches and assessment practices to meet curriculum requirements.
• Implement structured literacy schoolwide.

Actions to bring about improvement

Within three months:

• the school Board implements the attendance plan to improve regular attendance
• leaders establish achievement targets for boys and Māori learners in writing
• leaders work collaboratively with teachers to develop an observational teaching framework

Within six months:

• leaders implement the teaching observational tool to promote consistent teaching practice and identify areas for further support
• teachers of students in Years 4 to 6 engage in professional learning to embed structured literacy schoolwide
• leaders provide professional learning for teachers to support their understanding of curriculum and assessment requirements

Every six months:

• leaders' review attendance information and progress made toward the government target and report to the Board
• leaders evaluate targeted learner progress and achievement outcomes and report to the school Board to inform their decision making

Annually:

• the School Board and leaders review the achievement and progress of learners and attendance to identify areas for improvement and plan next steps
• leaders’ review teacher observational evidence to determine relevant priorities to support continuous improvement of teaching and learning
• leaders and teachers revisit and document their agreed expectations aligned to expected curriculum requirements.

Expected outcomes

• Regular attendance improves, meeting the government target and is sustained over time.
• Equitable achievement for boys and Māori learners in writing.
• An embedded curriculum that aligns to new requirements, supports effective teaching and learning and promote successful learner outcomes.

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