Wairere School - 09/10/2018

School Context

Wairere School is located in the rural Waikato district of Wardville, north east of Waharoa. It provides education for students in Years 1 to 6. The current roll of 47 includes 17 Māori and 12 Filipino students.

The school’s mission is for ‘quality education in a caring environment’. Values of teamwork, caring, responsibility, respect, honesty, consideration and positivity are promoted. The school has strategic goals for raising achievement levels of at-risk learners in reading, writing, mathematics. 

The school is part of the Community of Learning|Kāhui Ako, Matamata. Since ERO’s last review in 2015 there have been several changes to the teaching team and a number of school trustees are new. In 2017/2018 professional learning and development is focused on learning languages, including te reo Māori, and students leading their own learning.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:

  • reading, writing and mathematics
  • literacy support programmes.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is working towards achieving equitable outcomes for its students. School achievement data for 2017 shows that most students achieved at expected levels in reading and mathematics and the large majority achieved at expected levels in writing. The school’s achievement information from 2015 to 2017 showed a trend of improved results for all students, including Māori, in reading and mathematics. However in writing, achievement for all students remained at similar levels over these three years, with some decrease in achievement of girls.

There is some disparity in achievement levels within the school. Māori students are achieving less well than other groups in writing and mathematics. Boys are achieving at lower levels than girls in reading, writing and mathematics.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is effectively accelerating progress for some Māori and other students in reading. School data for 2016 shows that all students targeted for additional literacy support made accelerated progress. In 2017, students who participated in this programme made expected progress and some accelerated their learning. School leaders have yet to track the accelerated progress of at-risk students in writing and mathematics.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Students participate and learn in a caring and inclusive environment. School values are well established and highly evident across the school. They are well understood by students, staff and parents. Students with additional learning needs are well supported to access the curriculum alongside their peers. Students demonstrate a strong sense of belonging that is fostered in this small family-like setting, conducive to students’ wellbeing and learning.

The curriculum offers breadth of opportunities across all learning areas. Teachers use a range of strategies and authentic contexts that respond to individual needs and interests.

Leadership promotes relational trust at all levels and professional collaboration. The principal and teachers actively participate in the local kāhui ako. They are open to learning and engage in available professional learning and development, taking a collective approach to improving teaching strategies and learner outcomes.

Teachers are actively seeking ways to build positive partnerships with the school’s Māori community. Te reo and tikanga Māori are evident and developing throughout the school. The school is at an early stage of realising its vision for te reo me ōna tikanga Māori.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Teaching practice focused on student agency needs further development. Assessment for learning practices, including the use of learning progressions for literacy and mathematics need to be implemented. This should enable students to understand their own learning and what they need to progress.

The management and use of student achievement information needs strengthening. The board, principal and teachers need to make better use of achievement information to identify patterns and trends in achievement and monitor and track rates of progress for at-risk learners in relation to school targets. More effective analysis of school-wide data would better inform internal evaluation of strategies and programmes to ascertain what is most successful for accelerating progress and achievement.

3 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
  • finance
  • 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.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • shared values that underpin the school’s curriculum and relationships
  • leaders’ and teachers’ openness to learning that allows them to reflect on and improve their practice.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • effective analysis and use of school-wide achievement information to strengthen internal evaluation
  • teacher knowledge and capability to improve students’ understanding and ownership of their learning
  • internal evaluation processes and practices
    [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Adrienne Fowler
Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

9 October 2018

About the school 


Wardville, Waikato

Ministry of Education profile number


School type

Contributing Primary School Years 1-6

School roll


Gender composition

Boys      31
Girls       16

Ethnic composition

Māori                                    17
Pākehā                                  17
Filipino                                  12
Other European                       1

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

June 2018

Date of this report

9 October 2018

Most recent ERO report(s)

Education Review            February 2015
Education Review            January 2012