Whanganui City College

The same report — the board assurance report of 24 November 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 has identified the following areas of non-compliance during the board assurance process:

ensure all teachers have completed physical restraint training [Education (Physical Restraint) rules 2023; Section 100 of the Act: Limits on use of physical restraint at registered schools, Education and Training Act 2020]

ensure staff appointments process includes records of safety checking and a completed risk assessment [Section 31, 32 Children’s Act 2014]

the Board receives regular reports on Health and Safety. [Health and Safety at Work Act, 2015]

The Board has not yet addressed the areas of non-compliance identified.

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

What ERO wrote in its latest report

This is ERO’s report of 24 November 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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the school

Whanganui City College provides education for learners in Years 9 to 13. The school’s values are Manawatahi, Manawanui, Manawaroa and Manawaora . 73% of students identify as Māori , 39% as Pākehā /New Zealand European, 8% as having Pacific heritage, 3% as Asian, and 3% as other ethnic groups.

In 2025, the school appointed a new senior leadership team, including a new principal, deputy principal, and acting deputy principal.

The school site hosts Te Ara Wairua an alternative education provider, and a satellite for Arahunga School for students eligible for Ongoing Resourcing Scheme (ORS) funding.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the July 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected Improvements

The school evaluated how well school leadership strengthen practice and capability across the school and is focused on improving outcomes for all learners.

The school expected the development of a comprehensive action plan to implement strategic intentions that effectively support the improvement of achievement across the school. Staff focused on using consistent, coherent and effective assessment and moderation practices in Years 9 and 10.

The school planned to introduce and use internal evaluation systems to monitor how teaching practices, strategies, and interventions affect student achievement in literacy and numeracy.

Findings

The school has made limited progress. Support is required to ensure that school planning for improvement is focused on clear goals and measurable targets supported by specific, timebound actions and accountabilities.

The school introduced a standardised assessment tool for Year 9 and 10 reading and mathematics. All curriculum areas are now assessed and reports to parents are based on New Zealand Curriculum levels.

Systems for internal evaluation are at the early stages of development. Analysis and use of Year 9 and 10 literacy and mathematics data to guide teaching and targeted interventions need improvement.

Student achievement in National Certificate of Educational Achievement (NCEA) Level 1 literacy declined in 2024 despite an intervention programme. Additionally, insufficient data was available in 2024 to assess progress and achievement for Years 9 and 10.

Other Findings

During the course of the evaluation, it was found that before 2025 the curriculum for Years 9 and 10 did not include key learning areas and students were not adequately prepared for success, particularly in literacy and mathematics. The school reviewed its approach and introduced compulsory English and mathematics. The school continues to embed a focus on literacy and numeracy across all subject areas.

The greatest shift that occurred is the implementation of a consistent assessment tool across the junior school in 2025. Teachers are beginning to collect and use data inform teaching and to build a stronger foundation for senior school success.

What we know about learner success

This is a summary of learner success, which guides the school board’s future strategic direction, including any education in Rumaki/bilingual settings.

Less than a third Less than half Small majority Large majority Most Almost all

0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%

Learner Success and Wellbeing

This section provides a summary of learner success and wellbeing.

Improving student progress and achievement across the school remains an urgent priority.

Less than a third of students achieve NCEA at Level 1, approximately half at Level 2 and 3 and very few students achieve University Entrance (UE).

In 2025 achievement information shows that less than half of students in Years 9 and 10 meet or exceed expected curriculum levels for reading, writing and mathematics.

NCEA Level 1 literacy results declined substantially in 2024, highlighting an urgent need for additional support to improve learners’ literacy across the school.

Approximately a third of students attend regularly and another third are chronically absent. Attendance has improved since 2024, improving regular attendance remains urgent.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

Leadership requires strengthening to ensure sustained improvement across teaching, curriculum, and learner outcomes.

Leaders are at the early stages of using data to decide on improvement-focused goals, beginning with curriculum, timetable, and literacy and numeracy programmes.

The leadership team is beginning to set tone and expectations and take action to accelerate progress for learners at risk of underachievement.

Leaders are taking steps to establish collaborative working relationships with staff, grounded in mutual support, and a shared commitment to school improvement.

Students are yet to experience a planned, school curriculum that builds foundational skills for learning and educational success.

Leaders have introduced compulsory English and mathematics to strengthen Year 9 and 10 foundational skills to support senior school success.

The quality of teaching across the school is variable and is yet to positively impact student outcomes. Improving teaching practices through targeted teacher professional learning and development is a priority.

The school is developing a common understanding of assessment practices, moderation procedures, and compliance with NCEA requirements to guide teaching approaches and programmes and address the needs of individuals.

Some learners are receiving additional support for their learning. Further work is required to ensure that all learners who require support are known and supported.

School systems, structures and practices require further development to support improvement.

Leaders are developing systems and processes to promote positive, settled learning environments and support teachers to improve teaching practice to lift student outcomes.

Pastoral systems that promote inclusion and wellbeing are being strengthened to provide ways to help more learners to feel heard and supported by staff.

Partnerships with whānau increasingly focus on learning and achievement. There is a need to better communicate and discuss students’ possible future pathways with whānau to support student success.

Leaders recognise the importance of providing learning-focused spaces that foster a sense of belonging and improve outcomes for students and their whānau and are actively considering ways to improve the school environment.

Next steps for improvement

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

Key priorities

Urgently improve regular attendance, engagement and achievement.

Urgently develop strategic and annual planning and monitoring to improve teaching and learning programmes that:

increase students' progress, achievement in Years 9 and 10 0 reading, writing and mathematics

increase student achievement in Year 11 to 13 including NCEA and UE results

strengthen school structures to ensure Year 9 and 10 students access the breadth of the New Zealand Curriculum

improve schoolwide analysis and use of data to guide classroom programmes and practice

improve access to relevant staff professional learning and development.

Actions to bring about improvement

Within three months:

leaders and the Board develop strategic and annual school improvement plans with clear targets, action, timeframes, monitoring, and measurable goals

leaders with oversight of literacy identify students who need additional support

school leaders provide focused professional learning to improve literacy teaching and provisions for these learners

leaders ensure the school timetable and organisation provides student increased access to learning areas in addition to foundational learning in literacy and numeracy

leaders of learning areas initiate targeted data reviews of student progress to identify immediate teaching adjustments, resulting in more responsive classroom practices

leaders and the Board take action to improve attendance by identifying barriers, working with whānau and supporting staff to implement targeted attendance plan

Within six months:

leaders and the school Board work together to review and track progress and impact of initiatives on student attendance, engagement and achievement, report progress against school and government priorities and plan next steps

Every six months:

school leaders work with middle leaders to refine and align goals and actions with strategic priorities, resulting in greater coherence and staff ownership of improvement efforts

leaders review and refine learning support provision to ensure that more students can access better targeted additional learning support

leaders work with learning area leaders to check that programmes are fit for purpose and build foundational knowledge and skills in all learning areas for Year 9 and 10 students

leaders monitor attendance data and adjust their strategies to improve regular attendance and reduce chronic absenteeism

Annually:

school leaders and the school Board review annual plans and set clear goals, timeframes, and ways to measure progress for continuous improvement

school leaders evaluate the impact of literacy and numeracy intervention to sustain improvement in foundational literacy outcomes

school leaders evaluate timetable effectiveness in delivering courses based on the breadth of the New Zealand Curriculum to ensure sustained, equitable learning opportunities in Years 9 and 10

school leaders evaluate and strengthen schoolwide data systems to inform planning, resulting in sustained improvement in learner outcomes

leaders evaluate attendance outcomes and refine and adjust planning and systems to sustain ongoing improvement.

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

Effective strategic and annual planning with measurable goals and accountabilities that improves learning outcomes from improved school performance.

Increased student achievement in NCEA Levels 1 to 3 and UE, with more students meeting the NCEA literacy requirement and accessing meaningful pathways.

Improved Year 9 and 10 students’ foundational knowledge and skills and learning across the breadth of the New Zealand Curriculum.

Increased consistency in high quality teaching practices and programmes.

Significant and sustained increases in regular attendance and engagement.

Recommendation to the Ministry of Education

ERO recommends that the Secretary for Education consider intervention to maintain ongoing support and extend the responsibilities of the Limited Statutory Manager, as outlined in section 171(h) of the Education and Training Act 2020, to achieve the following improvements:

strengthening leadership and governance

strategic and annual planning and monitoring to improve teaching and learning programmes

development of a high interest and relevant Year 9 to 13 curriculum to support literacy, mathematics and success across New Zealand Curriculum learning areas

professional learning and development to improve teaching practices and learner outcomes

use of assessment data, including collection, analysis and reporting and targeted learning support interventions

support for targeted attendance planning.

The next public report on ERO’s website is due within four 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

24 November 2025

Read this report on ero.govt.nz →