Warepa School - 22/08/2019

School Context

Warepa School is a rural Years 1 to 8 primary school with a roll of 57 students. The school has had little change to staffing over time.

The vision statement of the school is to be a community ‘that inspires students to be life-long learners who achieve and reach their potential.’ The school’s values and attitudes focus on students being respectful and understanding of others, taking responsibility for themselves and being self-motivated, and thinking for themselves and beyond horizons.

The school has clearly identified the valued outcomes it has for students to gain over time. These are to have the strong foundations of academic excellence, care for themselves, others and the environment and being good role models. Students are supported to become independent and successful learners through the ‘Warepa Learner Characteristics’ which support students to think, connect, create, be self aware, and be determined.

The school’s current strategic priorities are related to these outcomes.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

  • progress and achievement in reading, writing and mathematics
  • achievement in the key competencies of The New Zealand Curriculum
  • accelerated progress in reading, writing and mathematics
  • student engagement in learning areas of The New Zealand Curriculum
  • outcomes for students with additional learning needs

The school is a member of the Big River Kāhui Ako|Community of Learning.

The school is part of a Ministry of Education funded initiative to support literacy development.

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 very effective in achieving equity and excellent outcomes for its students.

Between 2016 and 2018 the school’s achievement reports show that most students are achieving at or above the school’s curriculum expectations in reading, writing and mathematics. These levels of achievement have been well sustained over this time. High proportions of students achieve above the school’s expectations in reading.

There is some disparity for boys in writing which reduces as they progress through the school. Boys and girls overall achieve equally well in reading and mathematics. Almost all students achieve in relation to the school’s curriculum expectations in science.

Over the last two years, school information shows that all students achieve at or above the school’s curriculum expectations by the end of Year 8.

Almost all children achieve the school’s expectation in demonstrating as ‘Learner Characteristics’ which relate to the Key Competencies of the New Zealand Curriculum.

Children with additional needs participate in rich learning opportunities that provide appropriate support and challenge in a caring environment.

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

The school is highly effective in accelerating the learning of those students whose achievement needs acceleration.

Over the last three years, most students targeted in literacy intervention groups made more than expected progress and most reached their expected level.

As a result of targeted support, students who needed to make accelerated progress reach expected levels by the end of Year 8.

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?

The school’s processes are highly effective in enabling equity and excellence.

There is strong pedagogical leadership clearly focused on ensuring ongoing improvement. Cohesive and coherent schoolwide systems and processes have enabled consistent and effective teaching practices. Teachers benefit from deep and focused professional development clearly aligned with school priorities and the specific needs of students. Highly effective and adaptive teaching practices are increasing student ownership of their learning and positive outcomes.

Together, leaders and teachers regularly analyse student achievement information. This analysed information supports the board to make well informed decisions. There are strong collaborative evaluation, inquiry and knowledge building processes and practices. These systems enable leaders and teachers to provide consistently high quality, effective learning opportunities focused on the wellbeing and learning of students.

The board of trustees and leaders promote a culture of high trust and collaboration within the school and wider community. This culture enables collective ownership of outcomes for students. Trustees, leaders and teachers have built strong learning centred relationships with parents and whānau. They value the expertise and contribution of the wider community in the life of the school. Together they engage and support students and their families with responsive and individualised approaches.

Students with additional needs participate in rich learning opportunities that provide appropriate support and challenge in a caring environment that supports their wellbeing and achievement. These students continue to benefit from a positive nurturing environment where their learning is enriched. 

Students experience a curriculum that is highly responsive to their strengths, needs and interests. They benefit from a rich localised curriculum that provides authentic learning contexts within and beyond the school. Leaders and teachers plan and meaningfully integrate aspects of te ao Māori within the school. The school’s learner characteristics provide a useful framework for students to develop an understanding of themselves as effective and successful learners. Students learn in a caring and inclusive environment where they have voice and choice in the design and implementation of their learning programmes.

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

School leaders have identified, and ERO’s evaluation confirms, that all staff need to continue to engage in professional learning and development in specialist education. This will help to build collective capacity to implement teaching approaches specifically designed for students whose learning needs significant programme adaptation.

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 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Warepa School’s performance in achieving valued outcomes for its students is: Strong.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • strong leadership that has established a high trust collaborative school culture that places the wellbeing and success of all students at the centre
  • a rich curriculum that is responsive to students’ strengths, culture, needs and interests
  • reflective and improvement focused leaders who lead capability and capacity building for ongoing improvement
  • strong and effective partnerships with families/whānau and the wider community in realising the shared valued outcomes for students.

Next steps

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

  • strengthening systems, practices and pedagogy with all staff, in order to further refine school responses to students with additional needs.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

22 August 2019

About the school


South Otago

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 33, Girls 24

Ethnic composition

Māori 3

NZ European/Pākehā 49

Other ethnicities 5

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

June 2019

Date of this report

22 August 2019

Most recent ERO reports

Education Review April 2016
Education Review April 2013
Education Review June 2009