Weymouth School

The same report — the board assurance report of 12 December 2024 — 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 areas of non-compliance during the board assurance process:

Education outside the classroom (EOTC) consent and approval practices to align with the school’s policy and procedures. [Health and Safety at Work Act 2015]

The board has since taken steps to address the areas 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 551 — 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. February 2018

   539

   Counted while ERO’s review team was at the school. Education Review Office, report of 21 May 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 12 December 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

Weymouth School is situated on the southwest peninsula of Manurewa and provides education for students in Years 1 to 6. The school’s guiding philosophy is Ka whakaaro tatou (We think), Ka āwhina tatou (We help), Ka ako tatou (We learn) and Ka tiaki tatou (We care) . The school’s vision is Strive for Best and values are Respect and Honesty.

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 for learners are equitable and increasingly excellent.

The large majority of learners are at or above curriculum level expectations for reading, writing and mathematics; achievement outcomes for groups of learners is equitable.

Half of learners attend school regularly; the school has not yet reached the Ministry of Education’s target for regular attendance.

The achievement levels of learners with specific learning needs are closely monitored and targeted support is provided; many of these learners make significant progress in their learning.

The confidence of learners is enhanced by adults who affirm, value and cater for their diverse languages, cultures and identities in whānau -based contexts; improving overall student wellbeing is an ongoing focus area.

Conditions to support learner success

Strategic and effective leadership drives improvement to enhance outcomes for students.

School leaders exemplify a collaborative leadership model, consistently driving successful outcomes through clear communication, shared vision and responsibility, and agile decision-making.

Leaders set and routinely monitor strategic improvement goals and targets that are enhancing engagement and achievement.

Leaders, teachers and support staff use a range of effective strategies to reduce barriers to education and promote access to learning.

A high-quality curriculum and effective teaching approaches are consistently embedded across the school.

Teachers carefully design learning programmes using well-structured, purposeful activities focused on supporting learners to gain sound foundational skills in reading, writing and mathematics.

Teachers are supported to develop high quality teaching practice through relevant and targeted professional development; a current focus is adapting practice to strengthen students’ ways of handling social situations.

Students experience a localised curriculum that integrates te ao Māori , clearly reflects students interests and supports their connection to the school and local area.

The school has well-aligned systems and processes that give effect to Te Tiriti o Waitangi and bring about success and improvement over time.

Tikanga Māori , including karakia and himene , and te reo Māori is embedded in teaching programmes and across the school environment to affirm Māori learners and promote a positive school culture.

Achievement data is effectively used to evaluate student progress, teaching effectiveness, and teaching programmes to ensure learner outcomes are optimised.

Regular communication with whānau about their child’s progress and next steps builds effective home-school learning partnerships; there is a collective responsibility for improving outcomes for students.

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

Part B: Where to next?

The agreed next steps for the school are to:

continue to work with parents and whānau whose children attend school irregularly to better understand how this impacts on learner’s progress and achievement

continue to strengthen teachers’ collective knowledge and delivery of teaching and learning strategies that enable students to lead their own learning and talk about their next steps (student agency)

continue strengthening students’ ways of handling social situations at school and refine internal processes for managing students with complex behaviour.

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

Every six months:

leaders will review and respond to the effectiveness of strategies used to improve attendance and support the school community to understand the link between regular attendance and achievement

leaders will continue to engage teachers in relevant professional learning opportunities that will promote student-led learning so learners can confidently talk about their learning, achievement and next steps

leaders will implement initiatives to strengthen students’ social strategies and refine internal processes for managing students with complex behavioural needs.

Annually:

leaders will monitor, evaluate and report to the board about the impact of teachers’ professional learning on improving student agency on learner outcomes and engagement in learning

leaders will collect, analyse and respond to student feedback and ideas on student wellbeing.

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

higher rates of student attendance, leading to improved learning progress and achievement

increased student confidence and ability to discuss their own learning and next steps

students with strong social strategies and refined systems for managing complex behaviour resulting in improved wellbeing conditions for all learners.

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

12 December 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 →