Review 22 April 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
Warepa School provides education for 60 students from Years 1 to 8. Most students attending are European/Pākehā and a small percentage are Māori. The school vison is ‘Empowering and inspiring lifelong learners to achieve their potential’.
Part A: Parent Summary
How well placed is the school to promote educational success and wellbeing?
| How well are learners succeeding? | Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups. |
| 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 high quality education for learners are driving excellent school performance. |
| 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Almost all learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
Attendance
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
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
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 significantly 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.
An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
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
Leadership collaborates with the board, staff, students and community to set the school’s vision and direction of the school. Leaders foster and maintain expectations for high quality teaching and equitable and excellence outcomes for all learners.
Teachers create a highly cooperative and orderly learning environment for inclusivity. Learners are supported to engage, experiment and apply new learning innovatively.
The school has clear, structured routines and approaches in mathematics and literacy, with consistent, evidence-based teaching practices leading to high achievement.
The school offers many different curriculum opportunities that involve the community and encompass students’ familiar and global worlds; learners are highly engaged through project and play-based learning.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- improve regular attendance through more deliberate actions within strategic and annual planning
- increase teacher knowledge about engagement of boys in writing, for equity of outcome
- increase te reo Māori in the classroom and school environment so that all learners can see themselves in the school
- within the ongoing evaluation of teaching effectiveness, consider the extent to which students are extended to further encourage higher levels of achievement in literacy and mathematics.
Within six months:
- implement an attendance strategy that includes informing whānau about how regular absences affect learner engagement and achievement
- teachers seek professional development to improve boys’ engagement and achievement in writing
- leaders and staff seek opportunities to increase their confidence and capability in using te reo Māori
- teachers adapt their practices and approaches to challenge and extend learners.
Every six months:
- review and report on the success of attendance strategies and adjust accordingly
- in the mid-year evaluation and reporting of progress and achievement, include specific commentary on improvements for boys in writing.
Annually:
- leaders analyse attendance data looking for trends and patterns; the board to report on the effectiveness of the attendance strategies to the school community
- report the impact of targeted teaching approaches on boys’ writing achievement and engagement to inform further action
- evaluate and report on the impact of teacher professional development in te reo Māori and the impact on learners
- identify adaptive teaching practices that effectively extend learners in literacy and mathematics and facilitate the use of these across the school.
Actions taken against these next steps are expected to result in:
- all students regularly attending school
- improved and equitable outcomes for boys in writing
- consistent and confident use of te reo Māori in all classrooms
- sustained high achievement levels for all learners in literacy and mathematics.
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
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
Director of Schools (Acting)
22 April 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home