Wymondley Road School

What ERO wrote in its latest report

This is ERO’s report of 20 November 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

Wymondley Road School, located in Otara , provides education for learners from Years 1 to 6. The roll of 139 included 80% of learners with Pacific heritage, 17% identify as Māori and 4% Pākehā /New Zealand European. The school motto is Tū Rangitira | Stand Chiefly ; for learners to stand tall, be strong in character, strive for excellence, and learn and lead with courage.

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

Expected improvements

The school evaluated the extent to which student achievement information in literacy was used by teachers and leaders to promote positive outcomes for all learners.

The school expected to see teachers deliberately using effective formative assessment practices that led to accelerated learning, and learners articulating their learning successes and future needs. The school also expected to see teachers developing a shared understanding and use of achievement information to identify learning needs and leaders strengthening their use of achievement information to identify, report and respond to patterns and trends.

Findings

Staff capacity in formative assessment practices has grown through focused leadership and professional learning. School systems support regular, evidence-based conversations among teachers to inform planning and learner support. Professional conversations around learner progress and achievement have greatly improved. Teacher analysis and moderation of data are yet to be embedded and continue to be a priority for development.

Leaders and teachers prioritise learner engagement. They have identified key steps required to involve learners in decisions about their own learning through gathering feedback and developing a graduate profile.

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 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 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 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 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 6

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 64% 65 to 79% 80 to 90% Over 90%

Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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 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.

Less than half of learners 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 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 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

Leaders and teachers know their students well. Staff build trusting, culturally responsive relationships with all learners. They understand how students learn and provide tailored support and guidance contributing to a strong sense of belonging. Each learner’s cultural identity is celebrated.

The school culture is relational, collaborative, and grounded in collective responsibility. This is encouraged by leadership and staff and strengthened by the student-focused governance of the Board.

The school Board and leaders have high expectations for learner outcomes that are supported by purposeful interventions designed to address non-attendance and promote wellbeing and raise achievement.

Leaders provide approachable and open leadership. They foster a culture where staff feel confident to share ideas, raise concerns, and contribute meaningfully to decision-making.

Teachers keep learners at the centre of their practice, remain open to growth and engage in intentional and responsive professional development aligned to staff and learner needs.

Structured approaches to the teaching of literacy are embedded schoolwide.

The school prioritises strong partnerships with whānau, iwi and the community. Communication is supportive and two-way. Whānau are actively involved in school events and co-creating meaningful learning opportunities for all students.

Key priorities

Consolidate a shared understanding of structured approaches to teaching literacy and mathematics.

Strengthen the use of assessment information to accelerate progress of those learners not yet at expected curriculum levels.

Evaluate the impact on learner outcomes of the quality of teaching, professional development and assessment practices.

Improve regular attendance.

Actions to bring about improvement

Within six months:

leaders implement systems to monitor the consistency of curriculum delivery across the school, providing ongoing support for staff to strengthen this

teachers embed the use of robust analysis and moderation of achievement and wellbeing data as a routine part of planning and support

leaders provide a framework to evaluate the quality of teaching and professional development needed

Every six months:

leaders and teachers ensure school achievement targets and provision of support, focus on accelerating learning for all those who need this

leaders analyse and report student attendance information to the school Board to inform strategic responses

Annually:

leaders and the school Board respond to evaluative findings to ensure continued improvement in learner engagement, progress and achievement, informing ongoing strategic planning and resourcing

leaders and the Board evaluate attendance strategies to determine next steps.

Expected outcomes

Increasingly equitable and excellent outcomes for all learners.

High quality teaching and a well-understood and embedded curriculum.

Evaluation practice embedded to support ongoing and continuous improvement.

Learners attending school every day.

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

20 November 2025

Read this report on ero.govt.nz →