Waipawa School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 332 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. February 2019

   231

   Counted while ERO’s review team was at the school. Education Review Office, report of 29 April 2019

2. May 2016

   161

   Counted while ERO’s review team was at the school. Education Review Office, report of 15 July 2016

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 6 December 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation 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.

Context

Waipawa School is located in Central Hawkes Bay and provides education for students in Years 1 to 8. The school’s vision Active in learning, Active in Life- Tangata tu , Tangata ora is promoted through the values of Kotahitanga , Aroha , Hiwa , Hākinakina , Ako , and Pārekareka .

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Outcomes for learners are increasingly equitable over time.

The 2023 achievement information shows that a large majority of learners achieved at or above the expected curriculum levels in reading, writing and mathematics; mid 2024 achievement information indicates a continued trajectory of improvement.

School data shows that by the end of Year 8, most students, including Māori learners, achieve at or above curriculum expectations in reading, writing and mathematics.

Wellbeing data collected by the school shows learners have a strong sense of belonging; they feel well supported through positive relationships within a caring, inclusive environment.

The school is yet to meet the Ministry of Education targets for regular attendance; strategies to improve attendance are focused on building positive relationships with students and whānau to promote engagement in learning.

Conditions to support learner success

Purposeful leadership promotes a positive culture focused on high quality teaching and learning.

Leadership fosters a culture of relational trust at all levels of the school, providing conditions for collaboration and positive student outcomes.

Leaders establish and communicate high expectations for high quality teaching and learning with a focus on inclusion; practices successfully reduce barriers to learning.

Well-analysed achievement information informs leaders’ considered decision making that improves student outcomes; this includes cohesive, ongoing development of mathematics and structured literacy approaches across the school.

Teaching is increasingly adaptive to learner needs with emphasis on foundation skills in literacy and mathematics.

Teachers work collaboratively, have high expectations of themselves and their learners, for shared ownership of student learning and wellbeing.

Students are increasingly engaged in meaningful learning with clearly established routines and expectations for learning; they are well supported to develop the skills necessary to become independent learners.

Teachers use assessment information well, to inform teaching and learning and respond to the needs of each learner.

The school is strengthening and aligning systems, processes and practices to support positive outcomes for learners.

Professional development for teachers is focused on literacy and mathematics and well aligned with the school’s improvement goals.

Students with additional learning needs are identified and well supported through schoolwide systems, processes and practices and external agencies; they participate, engage and learn in an inclusive learning environment.

Parents, whānau and the community are welcomed and well involved in school activities as respected partners in learning.

T he board and leaders are strengthening relationships with whānau , hapū and iwi to further inform the school’s strategic direction and improvement planning with their perspectives.

Part B: Where to next?

The agreed next steps for the school are to:

continue to strengthen and embed consistency of effective and responsive teaching, learning and assessment practices schoolwide

develop a responsive localised curriculum that meets the needs and aspirations of learners and their whānau , hapū and iwi

strengthen te reo me ōna tikanga Māori and mātauranga Māori in the school’s local curriculum and across everyday classroom practice to support learners’ strengths, identity and culture

focus on improving attendance rates for all learners using the strategies in place.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

monitor the impact of professional development in literacy and mathematics on improving learner outcomes

continue the development of a responsive local curriculum; strengthening te reo me ōna tikanga Māori across the school and in everyday classroom practices

monitor the effectiveness of strategies to improve attendance rates.

Every six months:

monitor progress against targets and actions in the school’s annual plan, for next steps to improve learner achievement, success and engagement

monitor the effectiveness of strategies to increase and sustain regular attendance.

Annually:

use the analysis of progress, achievement and attendance data to know the impact of initiatives and professional learning on learner outcomes; to know what is working and for who and to respond to learner needs

evaluate the extent to which the localised curriculum meets the needs and aspirations of learners and their whānau ; continue the focus on developing reciprocal relationships with hapū and iwi .

Actions taken against these next steps are expected to result in:

sustained, equitable learner outcomes in reading, writing and mathematics

Improved regular student attendance

an embedded, responsive curriculum in which te reo me ōna tikanga Māori and mātauranga Māori meet the needs and aspirations of learners and their whānau , hapū and iwi

data and evidence-based evaluation practices that inform board, school and classroom decision making to address learner needs.

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 Evaluation 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

Shelley Booysen Director of Schools

6 December 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Read this report on ero.govt.nz →