Worser Bay 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  

Worser Bay School is situated in Wellington and provides education for students in Year 1 to 6. NZ European/ Pākehā learners make up the largest proportion of learners, 7% of learners identify as Māori. Positive Education is the foundation of learning for all learners, families, whānau, kaiako (teachers)and the school community. The vision is that this approach enables students to be curious, connected, confident and creative and for students to live the best, most meaningful life possible.  

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 ​excellent 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 responds well to a wide range 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 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 

​​Almost all​ learners meet or exceed the expected curriculum level. 

Results are ​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 ​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.  

• Most 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​ improving towards or beyond the target. 

Assessment 

This section is about how the school assesses learner progress and achievement.  

• ​​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 

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 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 and/or pānui, tuhituhi and pāngarau targets 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 

• Learners express a strong sense of belonging and pride in their school. Teachers know students well and supported them to progress and excel in the classroom.
• Leaders work collaboratively, driven by a shared vision and an ongoing commitment to improvement and excellence for all learners. They gather aspirations from parents and whānau to set and pursue relevant strategic goals that promote successful outcomes for learners.
• Structured literacy approaches are well embedded across the school; a considered implementation of a structured mathematics programme in 2025 is a priority.
• Leaders have identified the need to address inequity in achievement for boys in writing. A comprehensive plan has been developed, with targeted actions in place which are data driven, and include tools for evaluating the impact on actions taken to close the gap.
• Links to local contexts provide meaningful learning opportunities and experiences to support student needs and interests. Contributions to curriculum have come from local iwi and community groups with whom partnerships for learning are strong.
• Staff professional development is targeted, planned and strategically implemented for ongoing improvement of teaching and learning and to improve leadership capacity across the school.
• Leaders and teachers increasingly use a wide range of information and feedback, along with the school’s internal evaluation process, to inform decision making for school improvement. 

Key priorities  

• Implement an evidence-based approach to evaluate teaching, learning and assessment practices.
• Monitor the impact of teaching, learning and assessment on learner progress and achievement with a focus on accelerating the progress and achievement of boys in literacy.
• Revise the Worser Bay curriculum to align with changes to the English and mathematics curriculum.
• Implement the attendance plan to increase the rates of regular attendance of all. 

Actions to bring about improvement  

Within six months:  

• leaders and teachers review attendance initiatives and share with parents and whānau to raise collective awareness of the importance of regular attendance 

Every six months:  

• leaders and teachers refine and monitor schoolwide teaching and learning in structured literacy to promote ongoing student engagement and achievement, and to fully implement the new curriculum, assessment tools and reporting requirements
• leaders and the school Board analyse attendance and achievement information to know the impact of strategic planning and resourcing to inform next steps for learners and groups of learners 

Annually: 

• the school Board and leaders analyse schoolwide achievement in structured literacy, including that of identified groups of learners and use this to strategically plan actions to improve the achievement and learning outcomes of all learners
• leaders and the school Board evaluate the effectiveness of the attendance initiatives and develop a plan for the following year. 

Expected outcomes  

• Improved achievement outcomes and accelerated progress in literacy.
• Literacy and mathematics curriculum changes and new assessment tools being well embedded in school teaching programmes and impacting positively on student outcomes.
• 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​ 

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 

​​28 October 2025​