Review 26 March 2025
LatestSchool 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.
About the School
Whakarongo School provides education for learners in Years 1 to 8. The school roll is approximately 433, with over half the learners identifying as European/Pākehā, 20% Māori, 13% Asian and 4% of Pacific heritage. The school’s vision and Whakarongo Kid learning model is focused on developing future focused learners, underpinned by the dimensions of being an effective Navigator (Mana motuhake),Innovator (Auahatanga) and Collaborator (Kotahitanga).
Part A: Parent Summary
How well placed is the school to promote educational success and wellbeing?
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high 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 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 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 Safety | The school board is taking reasonable steps to ensure student health and safety. |
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
Attendance
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
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.
An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Learners progress and achieve well in reading and mathematics; school leaders have identified a need to accelerate progress and achievement in writing for groups of learners. Learners needing additional in-class learning support are identified and provided with effective assistance; this contributes to a positive and inclusive environment that progresses learning.
Leaders continue to prioritise the improvement of student learning and achievement through strategic planning and decision making; reviewing the impact of selected initiatives that promote positive outcomes for learners, particularly for Māori learners is an identified next step.
The school is using a structured approach to literacy and mathematics to support learner progress and achievement.
Teachers work collaboratively to provide balanced curriculum coverage; regular monitoring and use of achievement information is used well to inform teaching and learning.
Staff professional learning is targeted, planned and strategically implemented for ongoing development of leadership, teaching and learner outcomes.
School leaders promote a highly reflective culture that supports teaching teams to systematically inquire into aspects of their teaching practice and positively impact learner outcomes.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- improve and sustain positive achievement outcomes in reading, writing and mathematics, with a focus on accelerated progress in writing
- further modify the school’s evaluation process to focus on the most significant initiatives for improving equity in student attendance, progress and achievement outcomes, particularly for Māori learners
- strengthen partnerships with whānau, hapū and local iwi, using the skills and knowledge they bring to enhance student learning and build on current practice.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
- track, analyse and report on learner attendance, progress and achievement information to inform next steps and respond with targeted interventions for priority groups of learners
- gather and use evaluative evidence to review the effectiveness of selected school initiatives designed to improve learner attendance and outcomes, including learner voice
- work alongside whānau, hapū, iwi, engage and share aspirations for all learners and to sustain active participation in the planning and decision-making of the school
Annually:
- evaluate the impact of literacy and mathematics approaches on student progress and achievement to plan for future professional development and strategic decisions
- review and report annual attendance and achievement of learners to the board, including the impact of initiatives for improving regular termly attendance
- gather whānau voice to review engagement and partnership strengths and areas for continued improvement.
Actions taken against these next steps are expected to result in:
- improved and sustained levels of progress and achievement for all learners in reading, writing and mathematics
- enhanced internal evaluative practices that effectively assess the impact of actions and inform deliberate decision making for improved equity of outcomes, particularly for Māori learners
- positive whānau and community relationships that inspire high levels of engagement to support the most effective outcomes for all learners, including improved and sustained levels of regular attendance for all learners.
Part C: Regulatory and Legislative Requirements
Provision for International Students
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were 2 international students and no exchange students attending the school.
The school’s internal evaluation provides adequate information about the provision for international students. Provision could be more effectively monitored by incorporating specific areas identified for improvement into the annual action plan. Student voice about their experience at the school could further inform decision making.
The International Co-ordinator provides a point of contact for students and families upon enrolment and during their time at the school. Students are settled into school-life, learning and pastoral needs are regularly attended to and provision made to support student’s learning and wellbeing. Students are well integrated and participate fully in the wider life of the school.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Actions for Compliance
ERO has identified the following areas of non-compliance during the board assurance process:
- consult and deliver a statement on the Health Curriculum at least every two years
[section 91 Education and Training Act 2020] - comply with the guidelines around the supervised presence and use of firearms on and off school premises
[guidelines for schools developing a firearms policy 2018] - followed the practice and procedure prescribed by the Ministry of Education’s Rules on use of physical restraint
[section 100 of the Education and Training Act 2020] - documents showing that suitable human resource management practices are implemented.
[section 599 and section 600 of the Education and Training Act 2020]
The board has since addressed the areas of non-compliance identified.
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 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
26 March 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home