Warrington 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 

Warrington School provides education for students in Years 1 to 8. At the time of the review approximately fifty students enrolled at the school. The large majority of students are Pākehā/New Zealand European, and 12% identify as Māori.

The school’s coastal location is reflected in its motto: Kia eke te ngāru – Ride the wave.

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 December 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school expected student outcomes to improve in literacy and mathematics through a focus on wellbeing and belonging, supported by the enactment of school values. It aimed to implement clear expectations for high-quality teaching and learning to further enhance student achievement. Additional opportunities for whānau engagement focused on strengthening teaching and learning practices.

Findings 

The school surveyed students about their sense of wellbeing and invited families to provide feedback on satisfaction with school practices. The majority of responses indicated feelings of support and strong community connections. Achievement in reading, writing, and mathematics remains steady for most students since the previous review; however, the school has not sustained achievement for their Māori learners. Ongoing professional development is needed to clearly define expectations for structured teaching and learning to address priority learner needs. 

Other findings 

The 2022 ERO report identified leaders monitoring and reviewing the impact of positive education programmes on student outcomes, to enable evaluation of their effectiveness as a priority. This continues to be a focus for improvement.

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?The school is improving teaching and learningHow 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 an increasingly consistent focus on supporting learners to gain skills in foundational skills in literacy and mathematics.

Learners with complex needs require better support 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 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 is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board needs to ensure a physically and emotionally safe learning environment.

Achievement in Years 1 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

Most learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Writing

Most learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Mathematics

Almost all learners meet or exceed the expected curriculum level.

Results are not yet 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.

• The large majority of students attend school regularly.
• The school is behind the target of 80% regular attendance.
• The school is developing a suitable plan 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.
• Teachers are developing their use of assessment information 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 is developing good quality planning to increase the rate of progress for all groups of students.
• The school has not 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 meeting Government reading, writing and mathematics targets set 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

• Students learn in a child-centred, caring and inclusive environment and the school seek feedback on their wellbeing.
• Strong relationships between staff, students and families, foster a strong sense of belonging.
• Staff promote positive student outcomes through deliberate actions, including regular transition activities for pre-schoolers, encouraging student leadership and collaboration within and across classrooms.
• The school’s curriculum draws on its rural and coastal location to provide meaningful learning experiences for all learners.
• The School Board, principal and staff increasingly incorporate te reo Māori, tikanga Māori and te ao Māori into learning topics and strengthen connections with iwi, valuing local knowledge.

Key priorities

• Strengthen strategic and annual planning and reporting to clearly articulate goals, targets, actions, timeframes and expected student outcomes.
• Embed consistent, structured teaching in reading, writing and mathematics to accelerate progress for learners at risk and extend achievement for those already meeting or exceeding expectation.
• Enhance systems for monitoring and supporting students with additional learning needs by strengthening individual support plans and staff capability.
• Increase regular attendance and reduce chronic absence to meet government targets.

Actions to bring about improvement 

Within three months:

• the Warrington School Board and principal review and refine the strategic, annual, and attendance plans
• the principal to review timetables with teachers to ensure legislative requirements for one hour per day of reading, writing and mathematics are being met
• leaders and teachers involve parents in developing their child’s support plan and provide them with a copy

Within six months:

• teachers receive professional learning and development (PLD) on the Science of Teaching and structured teaching and learning approaches, with observations and feedback on practice
• leaders review the effectiveness of current learning support systems, including the organisation of the online school management system for planning, monitoring, and evaluating impacts for students
• the School Board to share the school’s refined attendance plan with its community

Every six months:

• the principal and teachers track and analyse student achievement information to review the impact of teaching practices and targeted interventions for priority students
• leaders monitor curriculum practices aligned to the refined New Zealand Curriculum (NZC) and plan evidence-informed PLD that responds to student wellbeing, engagement and learning needs
• the principal and teachers inform the school community about curriculum developments and policy reviews, and seek feedback
• the School Board and principal share updated attendance information with the community and adjust actions to improve regular attendance and reduce chronic absences

Annually:

• leaders conduct a wellbeing and satisfaction survey of students, families and staff
• leaders formally evaluate the impact of improved practices on student outcomes
• the School Board reports against its stated targets and provides a clear picture of progress and achievement across the school in a formal Statement of Variance
• the School Board publishes an annual implementation plan that clearly identifies goals, actions, timeframes, targets and student outcomes.

Expected outcomes

• Systematic leadership and planning processes drive continuous improvement and accountability.
• Improved teaching and learning practices that support equitable achievement in reading, writing and mathematics.
• Positive outcomes for students with additional learning needs.
• Increased rates of regular student 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

Actions for compliance 

ERO has identified the following area for improvement:

• refine hazard management planning for Education Outside the Classroom (EOTC) activities to ensure student safety and meet best practice standards.

ERO has identified the following areas of non-compliance during the board assurance process:

• ensure one hour-per-day of reading, writing and mathematics instruction is provided across the school
  [section 90 Education and Training Act 2020]
• obtain a police vet for adults who work with students in an unsupervised capacity 
  [section 31 Children‘s Act 2014 and section 40 Education and Training Amendment Act 2024]
• keep sufficient records of the safety checking process for new employees as evidence of risk assessment, in line with the school’s appointment policy and procedures
  [sections 25-27, and 599 Education and Training Act 2020]
• document a sufficient record of meetings of the school board where sensitive matters are discussed as public excluded business
  [section 48 Local Government Information and Meetings Act 1987 and Privacy Act 2020].

The board has 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

Sharon Kelly
Director of Schools

24 February 2026