Whangaehu 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 

Whangaehu School is located near Whanganui and provides education for learners from Years 1 to 8. Of the 19 students on the roll, 75% identify as Māori. The school’s values of manaakitanga, whanaungatanga, kotahitanga  and kaitiakitanga reflect the aspirations of whānau and the 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?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 sufficient opportunities to learn across the breadth and depth of the curriculum.

There is an increasingly 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 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 is improving its reporting 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 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 64%

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

A small majority 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 becoming more 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 small majority of learners attend school regularly.
• The school is behind the target of 80% regular attendance.
• The school is yet to have 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

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 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 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 some progress towards meeting Government reading, writing and mathematics 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

• A range of initiatives are in place to accelerate students’ learning. There is a strong emphasis on wellbeing and students have a sense of belonging. There was an increase in schoolwide attendance in Term 1, 2025. This continues to be an improvement focus.
• Structured literacy has been embedded schoolwide; structured mathematics is now being implemented. Learning programmes are engaging and extend students’ interests, strengths and knowledge.
• The principal and teachers work collaboratively to strengthen quality teaching practice through ongoing collegial discussions and professional learning.

Key priorities 

• Improve student engagement and achievement for all learners.
• Implement and embed structured literacy and mathematics teaching.
• Strengthen the use of data schoolwide to inform teaching planning and practice.
• Update teaching and learning programmes to meet new curriculum requirements and focus on accelerating the progress of learners who require this.
• Implement targeted actions to further improve attendance.

Actions to bring about improvement

Within six months: 

• leaders review the effectiveness of teaching practice and achievement in structured literacy and mathematics programmes; identify next steps and report progress to the School Board
• leaders and the School Board review the attendance plan, identify effective initiatives and plan actions for improvement for the next six months

Every six months:

• leaders monitor teachers’ understanding and implementation of assessment practices to maintain consistent expectations across the school
• leaders and teachers review the development of the curriculum and report progress to the Board

Annually:

• leaders and the School Board review achievement data in literacy and mathematics, the impact of teaching and learning approaches and the curriculum and plan next steps to guide strategic planning
• leaders and the School Board review student attendance, evaluate the effectiveness of the attendance initiatives and develop a plan for the following year to further improve attendance.

Expected outcomes

• Improved achievement outcomes and accelerated progress in literacy and mathematics.
• Robust assessment systems and processes that inform teachers’ planning and practice.
• A responsive curriculum that supports staff enhance their practice and promotes every learner’s achievement and wellbeing.
• Improved regular 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

Actions for Compliance 

ERO has identified the following areas of non-compliance during the board assurance process:

• the board must ensure that they complete and maintain records of all aspects of the safety checking of children’s workers, including identity checking of staff before staff begin in their role
  [Sections 25,26 and 27 of the Children’s Act 2014, and regulations 5–8 of the Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]
• ensure the board understands the level of risk it is approving for all education outside the classroom (EOTC) activities and is assured that suitable systems are in place to manage these risks
  [Health and Safety at Work Act 2015].

The Board is taking steps to address the areas of non-compliance.

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

17 October 2025