Westbrook School

The same report — the board assurance report of 3 March 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO and the board have identified the following area of non-compliance during the board assurance process:

consult regularly with the school's Māori community to develop and make known school policies, plans and targets for improving the progress and achievement of Māori students. [s127(1)(d) Education and Training Act 2020]

The board has not yet addressed the area of non-compliance identified.

Read this board assurance report on ero.govt.nz →

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 474 — 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. April 2018

   535

   Counted while ERO’s review team was at the school. Education Review Office, report of 11 June 2018

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 3 March 2025 — “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

Westbrook School is located in Rotorua and provides education for students in Years 1 to 6. The school’s vision is for students to experience success through creative, innovative and collaborative practices. This vision is supported by the values of Whanaungatanga , Respect, Responsibility, Initiative and Excellence .

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 are improving for the majority of learners.

The majority of learners, including Māori students, achieve at and above expected curriculum levels in reading, writing and mathematics; targeted interventions are in place to reduce disparity for groups of learners below the expected curriculum levels.

Students have a positive sense of belonging and pride in their school.

A large majority of learners attend school regularly; the school is improving towards the Government’s target for regular attendance.

Conditions to support learner success

Well established leadership supports ongoing improvement in teaching and learning.

The senior leadership team works collaboratively to set and pursue goals focused on improving equity in outcomes for learners.

Leaders have a deliberate, well considered approach to school improvement that increasingly supports embedding systems and consistent practices.

Leaders provide relevant professional learning and coaching that enables staff to strengthen their teaching practice and better support learner progress and achievement.

Students experience appropriate evidenced-based programmes that meet their learning and wellbeing needs.

Students learn in inclusive environments where mutual respect and trust between learners and teachers supports good participation in activities.

Teachers engage students in learning that purposefully builds their knowledge and skills.

Leaders and teachers collectively inquire into aspects of teaching practice that improve learner progress and achievement.

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

Leaders recognise and value the diverse school community; they are developing schoolwide culturally responsive practices to strengthen learning-focused partnerships with parents and whānau .

Leadership monitors and responds to planned changes in teaching practice so that these align with strategic priorities.

Student wellbeing is supported by teachers and leaders using relationship-based approaches and restorative practices that improve student engagement.

Part B: Where to next?

The agreed next steps for the school are to:

improve outcomes for all learners in reading, writing and mathematics, through strengthening the use of student achievement information to support teaching and learning

provide regular opportunities for whānau Māori to share their aspirations and receive relevant information about the curriculum, to inform ongoing strategic planning and decision making

further strengthen systems and processes for monitoring and improving students’ regular attendance.

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

Within six months:

work in partnership with whānau Māori about the outcomes and aspirations whānau want for their children

Every six months:

analyse and respond to information gathered from whānau Māori to enhance learning partnerships and inform relevant changes to curriculum delivery

monitor staff understanding and use of assessment practices and student achievement information, and provide professional learning as needed

review and evaluate the impact of strategies for improving attendance

Annually:

review and report to the board on student attendance, progress and achievement information to identify next steps

monitor and evaluate how well teachers use student achievement information to guide planning and teaching to ensure equitable and engaging opportunities for all learners.

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

improved rates of regular attendance and increased progress and achievement for all learners in reading, writing and mathematics

leaders and teachers confident in using student achievement information, improving learner outcomes

enhanced learning partnerships between the school and whānau Māori that support ongoing Māori student success.

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

Sharon Kelly Acting Director of Schools

3 March 2025

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 →