Waikirikiri 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  

​​Waikirikiri School also known as Te Kura Reo Rua o Waikirikiri is located in Gisborne and provides education for 198 ākonga in Years 1 to 8. Almost all ākonga have direct lineage to local iwi. Education is provided through the provision of te reo Māori and te reo Māori enriched programmes within English medium classes. 

​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. 

• Less than half of learners attend school regularly.
• The school is ​behind​ 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​ 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.​
• ​​Assessment information is used well 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 making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.​ 

Rumaki/Reo Rua Outcomes and Conditions to Support Learners Success  

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools. 

Learner success and wellbeing 

• Most ākonga in Te Whānau Reo Māori are achieving at their expected curriculum levels for pānui and a large majority achieving expected curriculum levels in pāngarau and tuhituhi.
• Ākonga and whānau know that their educational pathway choices are supported and valued.
• The kura is collaborating with ākonga and whānau to mitigate barriers to regular attendance. 

Conditions to support learner success 

• Te Whanau Reo Māori is committed to embedding government priorities focused on accelerating progress for those learners at risk of not achieving.
• Governance and leadership are focused on advancing the goals and aspirations of whānau to provide quality te reo Māori educational opportunities for ākonga of Te Whānau Reo Māori.
• Proactive initiatives are in place to address inconsistencies in ākonga attendance within Te Whānau Reo Māori.  

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 

Waikirikiri School is committed to excellence and equity for all students, using achievement data to inform strategic goals, including the acceleration of progress for those ākonga at risk of not achieving. As a result, most ākonga are achieving at their expected curriculum levels across reading, writing and maths. 

Kaiako identify ākonga with additional learning needs and adapt planning and teaching to provide relevant and individualised support that promotes progress. 

Leaders prioritise the Ministry of Education’s requirements for structured literacy and numeracy in the new curriculum, by providing professional development and implementing practices that support ākonga to develop sound foundational skills in literacy, communication and mathematics. 

The school’s learning contexts reflect a commitment to prioritising local iwi waiata, history and unique narratives to develop ākonga as confident uri of their marae, hapū, and iwi and marae. 

Waikirkiri School fosters authentic engagement with whānau and iwi, grounded in the principles of Te Tiriti o Waitangi. The leadership acknowledges the importance of relational trust with key stakeholders to proactively advance the school’s strategic vision and improvement goals. 

Key priorities  

• Establish and monitor school wide assessment practises using new tools that support kaiako and leaders to evaluate the impact of teaching strategies on student outcomes.
• Develop Te Papa Tipu o Horouta (marau-a-rohe), into a te reo Māori document and resource for kaiako, ākonga and whānau.
• Collaboratively develop and implement a transition plan that reflects an inclusive and responsive pathway for all ākonga and whānau of Waikirikiri School.
• Enhance Board of Trustee effectiveness by implementing a regular review cycle for all policies and procedures, ensuring alignment with best practices. This includes consistent reporting of statutory obligations, fostering continuous improvement and accountability in governance processes.
• Monitor initiatives to improve and sustain higher levels of regular attendance for all ākonga. 

Actions to bring about improvement  

Within three months: 

• leaders and teachers continue to review and refine the schoolwide implementation of new assessment tools and practices to further support student progress and achievement
• leaders prioritise and implement a development plan of Te Papa Tipu o Horouta in the schools’ strategic priorities
• leaders engage with whānau to identify priority educational pathways for ākonga of Waikirikiri School  

Every six months: 

• leaders provide ongoing professional learning opportunities that enhance teachers’ understanding and use of effective teaching, learning and assessment practices 
• leaders initiate a short-term review of the progress made towards the development of Te Papa Tipu o Horouta
• leaders collaborate with preferred educational pathways to develop a transition plan that prepares ākonga to move seamlessly into, throughout, and beyond Waikirikiri School
• develop and implement a School Board professional learning plan with Te Whakarōpūtanga Kaitīaki Kura o Aotearoa (New Zealand School Board Association), to strengthen understanding of leadership and governance roles and responsibilities
• leaders and the school Board review and monitor effectiveness of attendance plan against rates of regular attendance 

Annually: 

• leaders and teachers analyse student achievement and accelerated progress in pānui, tuhituhi, and pāngarau; use this information to inform targeted teaching and strategic planning priorities
• leaders conduct a comprehensive evaluation into the effectiveness of Te Papa Tipu o Horouta as te reo Māori document and resource for kaiako, ākonga and whānau 
• leaders evaluate the effectiveness of the transition plan to ensure ongoing improvement
• leaders review the effectiveness of school leadership and governance to drive improved decision-making
• leaders evaluate and review rates of regular attendance to determine the effectiveness of initiatives and inform further school actions.

Expected outcomes  

• A consistent approach to teaching and assessment practices that align with the new curriculum, further improving ākonga progress and achievement in literacy and numeracy.
• The development of Te Papa Tipu o Horouta into a te reo Māori document and resource that contributes to improved outcomes for ākonga in Te Whānau Reo Māori.
• Ākonga and whānau being well informed to make decisions about their educational pathway.
• Effective leadership and governance that drives improved school wide performance, systems, processes and procedures.
• Improved regular attendance rates for all ākonga. 

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 requirement to ensure an adequate number of workers are trained to administer first aid  
  [Section 13 (2) Health and Safety at Work (General Risk and Workplace Management) Regulations 2016]
• that all teachers and authorised staff members have completed the online module on the content of the Guidelines issued under section 101 of the Act within 10 weeks of starting employment at the school  
  [section 101, Education and Training Act 2020, Education (Physical Restraint) Rules 2017]
• ensure suitable human resource management practices are implemented including: iii) for non-teaching positions, a Police Vet has been carried out; and iv) the background of an applicant’s character, competence, qualifications, and experience is carefully checked  
  [Section 599/600 Education and Training Act 2020].

The board has since ​taken steps to address​ the areas of non-compliance identified.  

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 

​​​Sharee Hemingway​
Director Ākonga Māori​ 

​​16 October 2025​