Waimairi 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

Waimairi School is located in Strowan, Christchurch and provides education for students in Years 1 to 6. The school roll indicates that New Zealand European/Pākehā make up the largest proportion of learners (56%), with 18% of Asian descent, 16% of students identify as Māori, 4% of Pacific heritage, and a small number from other diverse cultures. The school values are Manaakitanga – show kindness and care, Rangitiratanga - teacher effectiveness, Kotahitanga - ethic of bonding, Whanaungatanga - building partnerships, Pūmanawatanga - morale, tone, pulse. A new principal was appointed in 2023.

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

Improvement and progress

This section is about the progress the school has made since the 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school has worked to develop a personalised evaluation framework to further support all students, particularly those who need a different approach to assessment. The school expected to see more equitable learning outcomes across the school.

Findings

The school has made progress on its strategic priorities. These include strengthening culturally responsive practices, reconnecting with mana whenua and rebuilding community connections and in-person engagement. Efforts have also focused on applying the schools agreed metacognitive strategies more consistently and ensuring targeted support for priority learners. An evaluation framework is a well-integrated part of planning, assessment, and teaching within the school’s integrated curriculum.

Significant progress has been made to revitalise the school’s values, with appropriate use of tikanga Māori and te reo Māori. A new behaviour plan is also having a positive impact, with clear expectations and consistent language being taught throughout the school.

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 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 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 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 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

• Learners express a strong sense of belonging, supported by a safe, inclusive learning environment and caring relationships with staff and leaders.
• Learners needing additional support or extension are clearly identified, with strong whānau input guiding their progress and achievement.
• Leaders and teachers systematically use assessment information to identify priorities, strengthen teaching practice and support improve learner outcomes.
• Teachers use well-designed programmes focused on literacy, mathematics, engagement, wellbeing and achievement; and have the flexibility to deliver a rich, broad curriculum using their strengths and interests.
• Structured literacy is embedded across the school, and a structured mathematics programme is supported by targeted professional learning.
• A strong relational culture supports ongoing teacher development focused on improved learner outcomes.
• Staff build genuine partnerships with whānau and the wider community to support effective teaching and learning.
• Strong leadership and governance provide clear direction through strategic planning, data-informed decisions and ongoing review and evaluation for school improvement.

Key priorities

• Develop robust assessment practices aligned with the refreshed New Zealand Curriculum (NZC) to improve equity of outcomes for all learners.
• Deepen the culture of coaching and evaluation to ensure teaching effectiveness is measurable and sustainable.
• Strengthen partnerships with whānau, hapū and iwi to ensure their voices are reflected in school planning.
• Continue to improve regular attendance.

Actions to bring about improvement

Within six months:

• leaders and teachers review and refine assessment practices to align with refreshed NZC
• staff engage in targeted professional development focused on understanding and implementing key curriculum changes
• leaders review the attendance plan to evaluate its impact on improving regular attendance

Every six months:

• leaders and teachers review, and moderate assessment data aligned with the refreshed NZC
• staff participate in ongoing professional development to build knowledge and capability in effective coaching approaches
• leaders engage with mana whenua through local school and iwi networks to further embed tikanga and te reo Māori across the school to promote engagement and attendance
• leaders continue to use the Teaching Observation Framework (TOF) to support improvements in teaching and learning

Annually:

• the School Board and senior leaders use progress and achievement data to inform strategic planning and set improvement targets
• leaders evaluate and report on the impact of professional development on teaching practice and learner outcomes, identify areas for improvement and plan next steps
• leaders and the Board evaluate the effectiveness of the attendance plan in improving regular attendance and share with the community.

Expected outcomes

• A shared understanding and consistent approach to accurately measure and report student progress and achievement.
• An embedded coaching and mentoring system that strengthens the learning culture and builds accountability across the school.
• Effective implementation of a curriculum that reflects the identities, values and aspirations of the school’s community, including local knowledge and perspectives.
• Improved and sustained levels of regular student attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.

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 some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Provision for International Students

This section is about the quality of the provision of education for international students enrolled at the school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

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 November 2025