Review 7 May 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
Westshore School, located in Westshore, Napier provides education for 81 learners in Years 1 to 6. Māori learners comprise 47% of the roll.
The schools’ vision, Ākonga are placed at the centre. Every ākonga will reach their full potential through having a strong sense of identity and belonging to our school and ownership over their learning, is underpinned by the values of, Whanaungatanga, Maangakitanga and Rangatiratanga- Connect, Nuture and Thrive.
Part A: Parent Summary
How well placed is the school to promote educational success and wellbeing?
| 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.
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| 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? | The school is establishing planning and conditions that support improvements in the quality of education for learners. |
| 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 should improve its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school needs to ensure a physically and emotionally safe learning environment. |
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 | A small 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 becoming more equitable for all groups of learners. |
| Mathematics | A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
Attendance
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
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
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 not 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 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: Reporting | Education Review Office
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
Staff have high expectations for student success. Students requiring additional support with learning are identified and receive targeted support focused on literacy and numeracy. Learners’ feel valued and their well-being is supported through positive caring relationships with staff.
Implementing structured literacy and numeracy approaches are progressing well and continue to be a priority for all staff. Students are taught the required hours every day in reading, writing and mathematics.
Staff demonstrate highly collaborative practice with opportunities to plan, share and apply strategies gained through their participation in professional learning, to improve outcomes for learners.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- improve and build on gains in regular attendance by identifying more specific actions in annual planning and monitoring the impact of these
- further strengthen the professional growth cycle for teachers and the use of achievement and assessment data to inform practice in literacy and mathematics across the school
- enhance culturally responsive practices to support learning; build teacher capacity through ongoing growth in te reo Māori, tikanga Māori and mātauranga Māori
- seek opportunities to meaningfully engage with whānau and the community in development of learning partnerships to support learner success and achievement and regular attendance
- strengthen the board’s understanding of their governance roles and responsibilities.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- review the impact of actions on improved attendance and report to the school community
- all board members undertake training to support understanding of their roles and responsibilities, including requirements to meet legislative obligations.
Every six months:
- review and report to the school board on attendance, noting the impact of actions on improved outcomes and adjust as needed
- review and report on the effectiveness of communication strategies to engage the community and whānau in the school
- review and report on how effectively staff are strengthening their growth in te reo Māori, tikanga Māori and mātauranga Māori to support culturally responsive teaching practices in the school
Annually:
- report to the board on progress towards achieving the Government’s attendance targets, to inform further steps
- leaders gather information in relation to learner progress and achievement, to evaluate the impact of strategies on learner success; this information includes analysis of teaching practice, attendance and community voice
- evaluate and report to the board on how effectively staff are strengthening their growth in culturally responsive teaching practices in the school
- ensure that teaching as inquiry, within the professional growth cycle, is aligned to the school’s strategic planning and prioritises teaching and learning strategies that make a positive difference to learner outcomes.
Actions taken against these next steps are expected to result in:
- students attending school regularly
- improved progress and achievement for all learners and equity of outcomes
- more community involvement through reciprocal learning partnerships (parents, whānau and the schools) that demonstrate whanaungatanga and manaakitanga, and establish relevant goals that promote learner success
- strong governance by the board that fulfils its legislative requirements and governance obligations.
Part C: Regulatory and Legislative Requirements
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 and the board have identified the following areas of non-compliance during the board assurance process:
- safety checking of Children’s workers, and periodic rechecking of existing children’s workers which includes police vetting
[Children’s Act 2014] - in relation to the standing-down, suspension, exclusion or expulsion of a student, ensure that individual cases are dealt with in accordance with the principles of natural justice.
[Education and Training Act 2024, Section 78]
The board has since taken steps to address 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
7 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home