Westshore School
Contributing · State
- Year levels
- 1–6
- Total roll
- 68
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Ferguson Avenue, Westshore, Napier
- Territorial authority
- Napier City
- Phone
- 06-8359565
- admin@westshore.school.nz
- Directions
- Get directions
Other schools nearby: schools in Napier · schools in Hawke’s Bay
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Uniform
- Required
The uniform is compulsory for all students. It comprises a light blue polo shirt and navy blue shorts, or a skort or track pants.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 49
- Māori
- 36
- Pacific
- 0
- Asian
- 1
- MELAA
- 4
- Other
- 1
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 7 | 0 | 1 | 1 | 0 | 14 | 0 | 18 |
| Year 02 | 5 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Year 03 | 9 | 2 | 0 | 2 | 1 | 11 | 0 | 17 |
| Year 04 | 10 | 0 | 2 | 0 | 0 | 10 | 0 | 15 |
| Year 05 | 6 | 1 | 0 | 0 | 0 | 8 | 0 | 12 |
| Year 06 | 3 | 0 | 0 | 2 | 0 | 9 | 0 | 12 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Total | 41 | 3 | 3 | 5 | 1 | 61 | 0 | 85 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 0 | 1 | 1 | 0 | 13 | 0 | 17 |
| Age 06 | 4 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Age 07 | 9 | 2 | 0 | 2 | 1 | 10 | 0 | 16 |
| Age 08 | 11 | 0 | 2 | 0 | 0 | 12 | 0 | 17 |
| Age 09 | 5 | 1 | 0 | 0 | 0 | 8 | 0 | 11 |
| Age 10 | 4 | 0 | 0 | 2 | 0 | 9 | 0 | 13 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Total | 41 | 3 | 3 | 5 | 1 | 61 | 0 | 85 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
108.2%
| Westshore School | 108.2% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 193.7% |
| Māori | 117.4% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 144.9% |
| Total | 108.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
100.5%
| Westshore School | 100.5% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 182.7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 134.4% |
| Total | 100.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
98.2%
| Westshore School | 98.2% |
|---|---|
| Hawke's Bay Region | 3% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 174.7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 131.5% |
| Total | 98.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 500
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 24 October 1897
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 2
- Last reviewed
- 7 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 7 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for 81 learners in Years 1 to 6
- Years 1 to 6
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
Westshore School, located in Westshore, Napier provides education for 81 learners in Years 1 to 6. Māori learners comprise 47% of the roll.
The schools’ vision, Ākonga are placed at the centre. Every ākonga will reach their full potential through having a strong sense of identity and belonging to our school and ownership over their learning , is underpinned by the values of, Whanaungatanga, Maangakitanga and Rangatiratanga - Connect, Nuture and Thrive .
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? Learners benefit from good 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 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 reasonably 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 should improve its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.
Student Health and Safety The school needs to ensure a physically and emotionally safe learning environment.
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 not yet 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 behind the target of 80% regular attendance.
The school is developing a suitable plan 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 is improving its approach and the reliability of its practices to accurately 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 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 not 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.
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
Staff have high expectations for student success. Students requiring additional support with learning are identified and receive targeted support focused on literacy and numeracy. Learners’ feel valued and their well-being is supported through positive caring relationships with staff.
Implementing structured literacy and numeracy approaches are progressing well and continue to be a priority for all staff. Students are taught the required hours every day in reading, writing and mathematics.
Staff demonstrate highly collaborative practice with opportunities to plan, share and apply strategies gained through their participation in professional learning, to improve outcomes for learners.
Key priorities and actions for improvement
The agreed next steps for the school are to:
improve and build on gains in regular attendance by identifying more specific actions in annual planning and monitoring the impact of these
further strengthen the professional growth cycle for teachers and the use of achievement and assessment data to inform practice in literacy and mathematics across the school
enhance culturally responsive practices to support learning; build teacher capacity through ongoing growth in te reo Māori, tikanga Māori and mātauranga Māori
seek opportunities to meaningfully engage with whānau and the community in development of learning partnerships to support learner success and achievement and regular attendance
strengthen the board’s understanding of their governance roles and responsibilities.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review the impact of actions on improved attendance and report to the school community
all board members undertake training to support understanding of their roles and responsibilities, including requirements to meet legislative obligations.
Every six months:
review and report to the school board on attendance, noting the impact of actions on improved outcomes and adjust as needed
review and report on the effectiveness of communication strategies to engage the community and whānau in the school
review and report on how effectively staff are strengthening their growth in te reo Māori, tikanga Māori and mātauranga Māori to support culturally responsive teaching practices in the school
Annually:
report to the board on progress towards achieving the Government’s attendance targets, to inform further steps
leaders gather information in relation to learner progress and achievement, to evaluate the impact of strategies on learner success; this information includes analysis of teaching practice, attendance and community voice
evaluate and report to the board on how effectively staff are strengthening their growth in culturally responsive teaching practices in the school
ensure that teaching as inquiry, within the professional growth cycle, is aligned to the school’s strategic planning and prioritises teaching and learning strategies that make a positive difference to learner outcomes.
Actions taken against these next steps are expected to result in:
students attending school regularly
improved progress and achievement for all learners and equity of outcomes
more community involvement through reciprocal learning partnerships (parents, whānau and the schools) that demonstrate whanaungatanga and manaakitanga, and establish relevant goals that promote learner success
strong governance by the board that fulfils its legislative requirements and governance obligations.
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
Actions for Compliance
ERO and the board have identified the following areas of non-compliance during the board assurance process:
safety checking of Children’s workers, and periodic rechecking of existing children’s workers which includes police vetting [Children’s Act 2014]
in relation to the standing-down, suspension, exclusion or expulsion of a student, ensure that individual cases are dealt with in accordance with the principles of natural justice. [Education and Training Act 2024, Section 78]
The board has since taken steps to address the areas of non-compliance identified.
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 Acting Director of Schools
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 the full report on ero.govt.nz →
All 2 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).