Winchester School (P North)

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

Winchester School provides education for learners in Years 1 to 6, in Palmerston North. The school’s roll is currently 337, with the majority of students identifying as New Zealand European/Pākehā, 14% as Māori, and 15% as Asian. A new principal and deputy principal have been appointed since the previous ERO review. The school’s vision is ‘A welcoming environment fostering creativity and lifelong learning’.

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.

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 large 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 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 has good quality planning to increase the rate of progress for all groups of students.
• The school has significantly 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 meeting Government reading, writing and mathematics targets set for 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

• The school’s values are highly evident throughout the school contributing to a safe, supportive and inclusive learning environment. Learners express a strong sense of belonging, showing empathy, care and respect for others.
• Learners access a broad curriculum enriched by local knowledge, community partnerships, and a commitment to Te Tiriti o Waitangi. Authentic experiences encourage students to explore local areas and resources, providing diverse opportunities to share their learning.
• Thoughtful planning supports learners who need individualised programmes, ensuring that students and their families are well-supported by a designated specialist teacher and team of dedicated learning coaches.
• Senior leaders proactively explore new curriculum initiatives and foster a culture committed to providing quality teaching and learning programmes.
• Timely professional learning opportunities grow staff capabilities and consistency of teaching and leadership practices in deliberate ways.
• Senior leaders have fostered a collaborative and supportive culture aligned with the school's vision, values, and goals, ensuring that learners' and families' voices inform decisions.
• Purposeful staff training in culturally responsive and restorative practices foster positive student wellbeing and behaviour.
• Leaders and teachers work together to drive curriculum change to improve learner experiences and outcomes through effective inquiry and evaluation of practice.

Key priorities

• Further refine and embed teaching and learning programmes and practices to reflect the refreshed curriculum requirements.
• Expand the use of assessment practices that clearly guide students on next steps and encourage discussion of their learning goals.
• Enhance the junior reading and writing programme to extend the range of learners’ independent literacy-focused activities.
• Further increase regular attendance and sustain the reduction of chronic absence.

Actions to bring about improvement

Within six months:

• teachers review and refine the range of independent literacy-related tasks in junior classrooms
• leaders identify assessment tools and practices aligned with the refreshed curriculum requirements and implement professional learning opportunities for staff

Every six months:

• leaders review the consistency of new curriculum approaches, including assessment, planning, teaching and learning practices and provide feedback
• teachers continue to seek feedback from learners on their progress, successes, goals and next steps in learning

Annually:

• leaders and the School Board evaluate the impact of the school’s refined curriculum, planning, teaching and assessment practices on learner success and wellbeing
• leaders and the School Board review and improve planning and resourcing focused on increasing regular attendance
• leaders share new developments in curriculum, attendance, and assessment with whānau/families, and seek their feedback to continue to grow positive outcomes for learner.

Expected outcomes

• Consistent high-quality teaching and learning and assessment practices aligned with the refreshed curriculum.
• Students can talk about their own learning, what they have achieved and their next steps.
• Increased and sustained rates of 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

The next public report on ERO’s website will be a School Report and is due within 4 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

15 September 2025