Whitney Street School

What ERO wrote in its latest report

This is ERO’s report of 24 September 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.

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

Whitney Street School is located in Blenheim and provides education for learners in Years 1 to 6.  At the time of the review 369 learners were enrolled, comprising of 34% of learners who identify as New Zealand European/ Pākehā learners, 38% as Māori learners, 14% Asian l and 14% of other ethnicities. Learners are encouraged to actively live the school’s values Honest | Matatika, Caring | Manaaki , Respectful | Whakaute, Learners | Ākonga.

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 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements and findings

The school prioritised making diverse cultures more visible and valued, while also strengthening relationships with the local school community. Teachers engaged in targeted professional learning that has actively strengthen teaching practice that meets individual interests and needs. Community engagement is driven by strong relationships and include iwi aspirations. The school developed their inclusive environment and culture of, enhancing safety, support and confidence for all learners and staff.

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

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 high 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 a consistent focus on supporting learners to gain skills in foundational 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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.

How well does the school include all learners and promote their engagement and wellbeing? The school successfully 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 is improving its collection and use 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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

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

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

Reading A large 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 not yet equitable for all groups of learners.

Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

A small majority of students attend school regularly.

The school is 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

This section is about how the school assesses learner progress and achievement.

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

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

Progress

This section is about how well the school supports all learners to make sufficient progress.

The school has 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.

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. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

Learners express a strong sense of belonging and connection to the school, fostered by inclusive, caring relationships with staff and leaders that allows learners to thrive.

Teachers use well-designed learning programmes that give learners meaningful experiences and a solid foundation in structured literacy and mathematics, with a strong focus on engagement, wellbeing, progress, and achievement.

Leaders systematically gather, analyse and use assessment information to clearly identify priorities that strengthen teaching practice and support improved outcomes for learners.

Leaders build trust and support professional growth through targeted learning aligned with school goals, curriculum, and teaching improvement.

The School Board and staff work collaboratively, with shared high expectations for teaching and learning, actively contributing to a culture of collective responsibility and continuous improvement.

Key priorities

Align current school-wide assessment processes and practices with the curriculum.

Review and refine the school’s programmes to incorporate, integrate and reflect the new curriculum.

Improve progress and achievement in reading, writing and mathematics, particularly in writing and mathematics to ensure equitable outcomes for all groups of learners.

Increase regular attendance and reduce chronic attendance.

Actions to bring about improvement

Every six months:

leaders and teachers review and refine school-wide assessment processes to align with the curriculum

leaders, the School Board and teachers review reading, writing and mathematics progress and achievement information to inform planning, teacher practice and reporting

leaders and the School Board monitor attendance data and the effectiveness of attendance strategies and adjust if needed

Annually:

leaders and teachers evaluate school-wide assessment processes and reporting to inform teaching and learning, and alignment to the curriculum

leaders work with learners and whānau to improve school programmes, so the curriculum reflects their aspirations, goals, and the school curriculum

leaders and the School Board evaluate initiatives implemented to improve regular attendance and equitable outcomes in achievement and progress for all learners, in especially in writing and mathematics.

Expected outcomes

Improved school-wide assessment practices that align to the curriculum and clearly guide next steps in learning, leading to equitable outcomes for all learners.

Improved progress and achievement in reading, writing and mathematics leading to equitable outcomes for all groups of learners.

Increased regular attendance and reduced chronic attendance for all learners.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

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

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

The next public report on ERO’s website will be a School Report and 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 September 2025

Read this report on ero.govt.nz →