Windy Ridge 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 198 — 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. August 2017

   303

   Counted while ERO’s review team was at the school. Education Review Office, report of 27 October 2017

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 23 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

Windy Ridge School, in Glenfield on Auckland’s North Shore, provides education for learners in Years 1 to 6. The roll of 203 reflects the school’s diverse and multicultural community. The school values are Atawhai (Kindness), Manaakitanga (Respect), Hōnore (Integrity) and Manawaroa (Resilience) .

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

How well are learners succeeding? Success and progress for all learners is increasing.

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 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? 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 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 reports usefully and accurately 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 table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

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

The school is approaching the target of 80% regular attendance.

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

Regular attendance is improving towards or beyond the target.

Chronic absence is 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 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 and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

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 are progressing well in reading and mathematics. Having established a consistent schoolwide approach to structured literacy, the focus for 2025 is on consolidating the approach for mathematics.

School leaders prioritise the improvement of learner achievement through strategic planning and decision making. With provision of well-considered professional development and support, leadership are building on strong staff commitment and morale to prioritise effective teaching and learning.

The school promotes a reflective culture that supports teachers to systematically inquire into their teaching practice to impact learner outcomes.

With an embedded schoolwide focus on well-being, learners have a strong sense of belonging both within and beyond the classroom. Considerable relational trust between learners and teachers is evident.

Learners needing additional in-class learning support are identified and provided with effective assistance; this contributes to a positive and inclusive environment that progresses learning.

The school continues to forge strong partnerships with the community, and it is valued as a positive place for learners and their whānau . Visible connections and celebrations of the diverse culture of the school community are evident.

Leaders and teachers continue to strengthen the integration of curriculum initiatives and programmes that draw on te reo Māori, tikanga Māori and te ao Māori.

Key priorities and actions for improvement

The agreed next steps for the school are to:

design and implement consistent systems, expectations and approaches for a broad rich curriculum, aligned to The New Zealand Curriculum refresh

strengthen effective teaching, assessment and evaluation practices for students’ active engagement in learning and to address disparity

continue to develop strong partnerships within and beyond the school, moving towards a community that is highly engaged in the learning journey of its learners

track and monitor student attendance and engage with whānau and family to reach and exceed Government attendance targets.

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

Every six months:

report to the board on learner progress and achievement, with a particular focus on writing and addressing disparity to inform future actions

provide professional development on effective teaching and learning and ensure inquiry is part of teachers’ practice

undertake consultation with learners and their whānau to understand learner aspirations and the barriers to progress, to plan for accelerated achievement

monitor current attendance strategies and initiatives to inform next steps.

Annually:

evaluate the impact of teaching and learning approaches on learner progress and achievement, with a particular focus on writing and addressing disparity, to plan a strategic response

review and respond to key consultation findings from whānau to enhance learner engagement, progress and achievement

evaluate and review attendance strategies and initiatives.

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

learners attending school regularly

learners experiencing success in reading, writing and mathematics

a curriculum and that engages all learners, resulting in equitable and excellent outcomes

learners that actively participate in the learning process and take responsibility for their learning.

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

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)

23 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 →