Westmere School - Whanganui

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 235 — 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. November 2018

   241

   Counted while ERO’s review team was at the school. Education Review Office, report of 24 December 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 1 July 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

Westmere School ( Whanganui ) is a full primary school catering for students in Years 1 to 8. It is situated in the rural outskirts of Whanganui . The school’s motto ’ Piki ake te poutama - building future leaders today’ is supported through their values of Mana (pride), Pono (honesty) and Manaaki (respect).

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

Most learners make sustained progress and achieve well.

Analysis of the school’s 2023 achievement information for Years 1 to 8, show that most learners achieved at or greater than the expected curriculum levels in reading, writing and mathematics; improved outcomes in writing remains a focus for teachers, particularly for male and Māori learners.

Attendance information from 2022 and 2023 shows a large majority of learners attend school more than 90% of the time; leaders and teachers work closely with whānau to improve attendance rates of learners.

Conditions to support learner success

Leaders set and pursue improvement strategies aligned with school priorities to improve learner outcomes .

Leaders set data informed improvement goals and targets, with focus on increasing the progress and achievement of learners at risk of not achieving.

The board, leaders and teachers prioritise a relational and inclusive culture that fosters student wellbeing and active participation in learning, through the school’s values.

Leader’s support and facilitate the ongoing improvement and development of teacher capability to improve learner outcomes.

Teachers are strengthening responsive teaching and learning practices.

Teachers and leaders regularly, collectively and systematically inquire into aspects of teaching practice that support learner progress and achievement.

Established expectations for high-quality, inclusive teaching and learning practices are shared and increasingly consistent across the school.

Learners engage, inquire, and apply new learning within a supportive, positive learning environment.

Systematic and coherent school conditions support a planned approach to school improvement.

Leaders act on the evidence gathered through evaluation to make improvements, including regular monitoring and reporting of student progress and achievement to the board.

The board with leaders set appropriate improvement goals to guide ongoing development that aligns with addressing student needs.

Leaders and staff seek and engage in ongoing professional development to build teacher confidence and capability in te reo ona tikanga, mātauranga Māori and te ao Māori knowledge.

Part B: Where to next?

The agreed next steps for the school are to:

strengthen use of achievement information in literacy and mathematics to enable teachers to refine and tailor learning programmes for improved progress and achievement, particularly for male and Māori learners in writing

continue to focus on improving attendance rates for all learners

continue to build teachers’ capability, responsiveness and confidence in te reo ona tikanga , mātauranga Māori and te ao Māori knowledge.

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

Within six months:

learners at risk of not achieving identified and targets set to improve attendance, progress and achievement

review and develop a systematic way to monitor the progress and impact of key improvement actions, particularly in writing

use a framework to evaluate current teacher practice and collect baseline data for improving te reo and te ao Māori

Every six months:

use assessment information to adjust teaching programmes and practice, to achieve greater progress and achievement outcomes for all learners

use research informed teaching and learning practices to build teacher, student and whānau understanding of how children learn best

leaders, teachers and learners will evaluate progress in understanding and use of te reo and te ao Māori

Annually:

analyse and report schoolwide achievement data to the board, to strategically plan actions that will improve achievement and learner outcomes, particularly in writing

assess and review culturally responsive practices within the school, reflecting on te reo Māori use and progress, to inform future planning.

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

improved and sustained attendance and learner progress and achievement in reading, writing and mathematics

consistency of effective responsive teaching, learning and assessment practices schoolwide, resulting in improved achievement outcomes for all learners, particularly in writing

teachers effectively supporting learners to value, progressively acquire and use te reo ona tikanga , mātauranga Māori and te ao Māori knowledge.

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

1 July 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 →