Westown 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 171 — 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 2019

   130

   Counted while ERO’s review team was at the school. Education Review Office, report of 14 February 2020

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 7 May 2025 — “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.

About the School

Westown School provides education for learners in Years 1 to 6. Currently there are 147 students. The roll composition is Māori 45%, European / Pākehā 35%, Pacific 7% and other ethnic groups 13%. The school’s vision Together we are KAHA (Strong) is underpinned by the core values of Kotahitanga , Ako , Hauora and Aroha . The school offers a Montessori programme.

How well placed is the school to promote educational success and wellbeing?

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 learning.

How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain 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? 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 is taking steps to improve 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 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 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

Reading A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Writing A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Attendance

The school is significantly behind the target of 80% regular attendance.

The school has a suitable plan in place to improve attendance.

Regular attendance is not yet improving towards or beyond the target.

Chronic absence is not yet reducing over time.

Assessment

The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.

Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

The school has identified significant numbers of students who have additional learning needs.

The school is developing 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 for 2030 and agrees this will need to be a key strategic priority.

Part B - Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

Learners’ sense of wellbeing and belonging is evident, supported by the school’s embedded KAHA values.

Learners are provided with an increasingly well considered curriculum that supports improved progress and achievement outcomes over time.

Leaders and teachers are embedding structured literacy programmes with planning in place for further implementation of structured mathematics in 2025.

Staff professional learning is increasingly targeted, planned and strategic for ongoing development of distributed leadership and teaching and learning programmes.

Leaders are prioritising the use of an evidence-based approach to evaluate teaching, learning and assessment practices and monitor their impact on learner progress and achievement outcomes.

The board, leaders and staff actively implement initiatives that strengthen school and community partnerships.

Key priorities and actions for improvement

The agreed next steps for the school are to:

pursue increased regular attendance for learners through deliberate use of school strategies and resources

further strengthen effective teaching practices and priority target setting to accelerate progress and overall levels of achievement for all learners, with a focus on further reducing disparity for boys in writing and girls in mathematics

implement an evidence-based approach to evaluate teaching, learning and assessment practices and monitor their impact on learner progress and achievement outcomes.

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

Within three to six months:

evaluate the effectiveness of strategies and resources to lift regular attendance, adjusting as required to sustain improvement

provide professional learning opportunities that strengthen leaders and teachers understanding and use of effective teaching, learning, assessment and moderation practices

use an evidenced based approach to evaluate the impact of programmes and initiatives designed to improve learner progress and achievement, with a particular focus on strengthened targets and outcomes for priority learners.

Every six months:

review and report learner attendance, progress and achievement information to support ongoing decision making for improvement.

Annually:

evaluate the impact of teaching, learning and assessment practices on learners’ progress and achievement and use this information for further strategic planning

review and report on the impact and success of strengthened priority learner targets and initiatives to inform next steps and resourcing decisions.

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

students attending school regularly, meeting the Government's target of 80% regular attendance

improved and equitable student achievement outcomes in reading, writing and mathematics

effective use of evaluation for improvement that supports the development of high-quality teaching and learning practices schoolwide.

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

During this review the Board has attested to some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

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 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 Director of Schools (Acting)

7 May 2025

Education Counts

This 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 →