Warkworth School

What ERO wrote in its latest report

This is ERO’s report of 9 February 2026 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Warkworth School provides education for learners in Years 1 to 6. The current roll is approximately 650, including 51% Pākehā /New Zealand European, 17% Pacific, 15% Māori , 12% Asian, and 5% Middle Eastern, Latin American or African.

A new principal began in Term One, 2024. The school has experienced rapid growth and changing demographics since the last report. The school’s vision of Success for all is linked to the values of Kaitiakitanga | Care for the Environment, Manaakitanga | Care for Others, Whanaungatanga | Positive Connections and Whakaakoako | Learning Together .

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 February 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on creating a curriculum that reflects the local context and fosters strong learning connections with learners, their families/ whānau , teachers, local iwi , and the wider community.

The school expected to see all learners achieve in diverse ways across various settings and raise overall achievement levels. Staff focused on ways to strengthen partnerships with whānau in learning and empower students to make confident choices that reflect their identity and connection to the local community.

Findings

The school made good progress towards these goals. Schoolwide achievement improved and students demonstrate success in multiple ways across different settings. Partnerships with whānau strengthened. Targeted support for learners with additional needs includes initiatives such as information sessions and provision of home learning resources. Students are increasingly confident in their language, culture, and identity, and express a strong sense of belonging to their school and local community. The school continues to be committed to creating a locally responsive curriculum and fostering connected learners.

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? Success and progress for all learners is increasing.

What is the quality of teaching and learning? Learners benefit from high 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 foundational 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 is improving its reporting 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 1 to 6

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 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 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 small majority of learners attend school regularly.

The school is approaching 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 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.

In recent years, the school has experienced significant growth in the number of students who are learning English as a second language. The large majority of these learners are working at the foundation stages of their language journey, and this has an impact on schoolwide progress and achievement information.

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 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

Schoolwide achievement in reading, writing, and mathematics has increased including achieving equitable outcomes for Māori learners. The school supports Pacific learners to make progress; a large majority are learning English and show ongoing improvement in their achievement.

Students build warm, respectful relationships with adults, fostering a strong sense of belonging.

Strategic and cohesive leadership drives improvement and promotes a shared responsibility for student learning and wellbeing.

Structured approaches to literacy and mathematics are consistently implemented schoolwide.

Students experience a broad curriculum supported by effective teaching practices and interactive programmes in calm, innovative learning environments.

Targeted interventions, supported by staff expertise, help students requiring additional support make progress.

Staff professional learning is collaborative and responsive to student needs and builds capability across the school.

The Warkworth School Board and staff foster meaningful community engagement and incorporate family/ whānau voice and partnerships throughout school operations.

Key priorities

Improve regular student attendance.

Accelerate achievement in reading, writing and mathematics for priority learners to ensure equitable outcomes.

Strengthen students’ understanding of their progress and next steps.

Actions to bring about improvement

Within six months:

leaders implement and monitor the attendance plan

leaders and the Board review priority learners’ achievement data, create a targeted plan, and implement strategies to accelerate outcomes

leaders set up a structured system and professional learning for teachers to hold regular, meaningful conversations with students about their progress, goals and next steps

Annually:

the Board and leaders review the attendance plan’s impact and identify further actions

leaders and the Board review the impact of strategies for priority learners and plan next steps

leaders review the impact of teachers’ professional learning on students’ understanding of progress and outcomes.

Expected outcomes

The school meets the Government’s target of 80% regular attendance.

Improved achievement outcomes and greater equity for priority learners in reading, writing and mathematics.

Increased student confidence and ability to discuss their learning progress and next steps.

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

9 February 2026

Read this report on ero.govt.nz →