Waimairi School - 14/07/2017


The school has a roll of 470 children, 52 of whom identify as Māori.

Since the 2012 ERO external evaluation, the school has sustained its high performance and continued to progress collaborative teaching and learning practices.

School-wide achievement shows that most children achieve the National Standards by the time they reach Year 6.

How well is the school achieving equitable outcomes for all children?

The school is effectively achieving equitable outcomes. The board, school leaders and teachers have very high expectations for positive outcomes and are focused on ensuring children’s wellbeing and readiness for learning.

The school has good systems to monitor and support children’s progress and achievement, and has successfully addressed in-school disparity in educational outcomes.

School performance has been sustained over time through well-focused, embedded processes and practices. To ensure ongoing positive outcomes for all children, school leaders need to strengthen the evaluation of the effectiveness of planned actions to lift children’s achievement.

ERO is likely to carry out the next review in four-to-five years.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is very effective in responding to Māori and other children whose learning and achievement need acceleration.

Most children achieve at or above the National Standards in reading, writing and mathematics. School information shows these levels have been sustained over the last three years in reading and mathematics with improved achievement in writing.

Most Māori students achieve well in the National Standards, particularly in reading. The school’s achievement information from the last three years shows that Māori children continue to achieve at or above the National Standards.

There are many good quality practices for assessment and moderation between class teachers and within teaching teams. School leaders agree that there is a need to extend formalised moderation practices within and beyond the school to be assured of the consistency of teacher judgements.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

School processes are highly effective in enabling achievement of equity and excellence.

Leaders and teachers are highly responsive to children who need additional support to be successful learners. School leadership sets high expectations for equitable and excellent outcomes for all children. This is demonstrated consistently through:

  • leading, enacting and modelling the vision and values of the school
  • strong leadership of professional practice that sets high standards for teaching and learning and actively encourages innovation
  • building leadership capability across the school.

A key feature of the school is the respectful, authentic relationships that underpin all aspects of practices and operation of the school. Leaders and teachers value the unique strengths of each child and use this information to build a strong sense of belonging for all children.

Children’s engagement and wellbeing is a valued outcome. School information shows that children have high levels of engagement in their learning. The school actively uses survey information to monitor and respond to wellbeing needs. In particular, reports to the board show that the wellbeing of those receiving learning support is actively enhanced.

The school focuses on building constructive relationships with families and children to support learning. Parents and whānau are actively welcomed into the school. Culture, language and identity are acknowledged and celebrated. There has been a sustained focus on building teachers’ understanding and use of bicultural practices to enhance learning for children and support their sense of belonging and wellbeing.

Children’s transitions into the school are well considered and strongly centred on continuity of learning. Teachers are focused on dispositional learning and make very good use of the Early Childhood Curriculum (Te Whāriki) to support young children’s readiness for learning.

Teachers use a wide range of effective processes for identifying and closely monitoring the achievement and progress of individual children. They use this information well to inform their teaching and provide additional support for those who need it.

Children know the purpose of learning and are actively supported to evaluate their learning and identify next steps. They are provided with meaningful and enjoyable learning experiences that are responsive to their interests, strengths and needs and engage them in learning.

All staff collaborate effectively to achieve positive outcomes for learning. There is a strong, shared understanding about teaching and learning. High quality professional relationships between teachers ensure a relentless focus on equity and excellence for all children.

Senior leaders give priority to building teacher effectiveness through the school’s teacher appraisal process. Teachers are highly reflective and improvement focused. They give considerable thought to the best approach to meet individual needs.

The school makes very good use of external partnerships to continuously improve teaching and learning. External advisors provide constructive, critical feedback against the school’s strategic goals. This contributes to ongoing developments and consistent practices across the school.

Sustainable development for equity and excellence

The school has very good quality processes for addressing equity and excellence that have been sustained over time.

What further developments are needed in school processes to achieve equity and excellence?

School targets need to specifically focus on learners who are yet to achieve at or above the National Standards. Setting more specific targets would allow clearer reporting of the effectiveness of planned actions to continue to raise the achievement of these learners.

The board needs to receive evaluative mid-year reporting on the outcomes of interventions. This will help the board to more effectively track progress against its annual goals and inform decision making.

Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016(the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there was one international student attending the school.

International students are welcomed into the school and its community. The school makes good provision for their pastoral and learning needs.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

ERO is likely to carry out the next review in four-to-five years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

14 July 2017

About the school 



Ministry of Education profile number


School type


School roll


Gender composition

Boys: 58%

Girls: 42%

Ethnic composition

Māori 11%

Pacific 2%

Pākehā 76%

Asian 4%

Other ethnicities 7%

Provision of Māori medium education


Review team on site

May 2017

Date of this report

14 July 2017

Most recent ERO report(s)

Education Review July 2012

Education Review June 2009