West Gore School - 02/10/2014


West Gore School is a welcoming, inclusive, community school. Students are encouraged to believe it is ‘their place to grow’. Parents and the community are regularly involved in the life of the school. Students experience a broad, interesting curriculum. Students’ needs are quickly identified and their learning is well supported.

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

1 Context

What are the important features of this school that have an impact on student learning?

West Gore School is a Year 1 to 6 school in a rural Southland town. There is a strong culture of inclusiveness and positivity throughout the school. The principal and teachers focus on developing and caring for the ‘whole child’. They foster a safe learning environment that supports students to be able to enjoy and take risks with their learning. Students benefit from the caring and respectful relationships they have with their teachers and school leaders.

Students and teachers know that the school is ‘their place to grow’.

School leaders organise the structure of the school and use teachers’ strengths within the syndicates to address the learning needs of all students. Māori students are full participants in all aspects of school life. Whānau are involved and contribute to the school’s planning processes.

The school actively builds learning partnerships with students, family and whānau. The school community is very supportive and proactive. Several successful programmes that support the wellbeing and learning of students are being well implemented. These include the Friday Breakfast Club, Whānau Class and Reading Together.

Trustees are often a significant, visible presence in the school. They:

  • actively engage with family and whānau
  • support the efforts of staff
  • show they appreciate and value students’ achievements.

The board and principal have effectively responded to the recommendations from the 2011 ERO report.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school makes effective use of learning information to make positive differences and accelerate the progress of students.

Students use achievement information purposefully to:

  • have ‘learning conversations’ with their teachers about how well they are progressing and what they need to do next
  • work with their teacher to set and monitor goals for improvement
  • talk with their parents at interviews about their learning.

Teachers use progress and achievement information well to:

  • identify students’ current levels of achievement, those at risk, those requiring extension or challenge, and next steps to meet students’ needs
  • help plan learning programmes
  • report clearly and explicitly to parents about each student’s progress and achievement.

School leaders make effective use of a wide range of learning information to:

  • make school-wide teaching decisions about programmes, resourcing and targeted professional development
  • monitor the effectiveness of learning programmes
  • report to the board about the progress being made towards achieving the school’s targets to raise student achievement.

Trustees use learning information provided by senior leaders to:

  • know how well students are achieving in relation to the National Standards and which students need extra focus
  • work with senior leaders to set annual targets for students to make accelerated progress
  • contribute to wide consultation to set the school’s strategic direction.

Students show high levels of interest in their learning and can talk confidently about their progress and achievement. Most students are achieving and progressing well in reading, writing and mathematics against the national standards.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum very effectively promotes and supports students’ learning. The ‘West Gore Way’ of learning supports students to have the skills, attitudes and values they need to achieve well and make suitable progress.

Teachers ensure the learning programme:

  • helps students understand the importance of their community in their learning
  • gives priority to reading, writing and mathematics
  • uses an inquiry approach that combines many curriculum areas in a way that meets the different needs of the age levels in the school
  • includes Māori perspectives wherever possible.

Students benefit from a curriculum that:

  • is interesting and engaging
  • makes effective use of teacher expertise
  • is well linked to the school’s determination to be a community school.

Students know their work is valued. Samples of their achievements are well displayed and celebrated in a range of ways across the school.

Students who need extra learning help or who would benefit from extra challenge or extension are identified and well supported.

The principal and other curriculum leaders have high expectations that students will learn and make appropriate progress. School leaders use a range of systems to support staff to follow the school’s comprehensive guidelines, meet the high expectations set for teaching, and improve where needed. ERO observed good to high-quality teaching across the school.

Next step

The principal needs to work with teachers to strengthen the way achievement decisions are made, recorded, and reported to trustees in curriculum areas other than reading, writing and mathematics. This should provide senior leaders and trustees with a clearer idea of how well students are achieving overall.

How effectively does the school promote educational success for Māori, as Māori?

School leaders are finding and using many innovative ways to support Māori students to be successful learners and to succeed as Māori.

Leaders take particular care to ensure the school is a welcoming place for Māori students and their whānau. Students’ art work and writing that strongly reflect Māori culture are valued and displayed in the whānau room and in the school’s main office area.

The 39 Māori students on the roll at the time of the review are benefiting from a learning environment that is specifically designed to meet their needs. Some of these students experience all of the whānau-class sessions. Others join the class for activities that are appropriate for them. Positive attitudes to their learning are well supported in this class. Some students are mentored by other Māori students when they are back in their home class. The learning programme in the whānau class focuses on:

  • identifying the needs of these Māori learners and responding in culturally relevant ways
  • improving the writing skills of the students
  • using Māori students’ language, culture and identity to promote their success as Māori
  • supporting Māori students to share their knowledge and success across the school.

Trustees and school leaders have worked effectively to strengthen the school’s links with whānau of Māori students and the local runanga. Trustees and school leaders have placed a priority on:

  • encouraging Māori whānau to share their knowledge within the learning programmes
  • supporting and being involved in events that are specific to Māori tamariki and whānau
  • including in board planning the ideas and wishes of whānau to strengthen provision for Māori students.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is very well placed to sustain and improve its performance. Factors supporting this statement include the following.

The school benefits from strong professional leadership. The collaborative senior leaders:

  • share a clear sense of the school’s philosophy and direction
  • model the high expectations they have for staff members
  • work effectively as a team to be innovative and support the innovations of others
  • effectively manage the school through well-established systems.

Staff members are well supported by robust and comprehensive performance management and development system. The system supports what is expected of them, identifies what is going well, and determines what needs improvement. This process is well linked to the strategic plan and is a strong contributor to sustainability and improvement.

The school has a well-understood process for self review. Self-review practices in the school:

  • contribute to strategic planning, action planning and monitoring of effectiveness
  • are well used and documented to know what contributes to success, what to sustain and what to improve.

Governance is a strength in the school. Board members are keen to continue to:

  • support strong leadership
  • use and strengthen their well-developed processes and systems
  • ask good questions about the learning information they receive.

Since the 2011 ERO review, the induction of new staff, the appointment of new middle/senior leaders, and the election of new trustees to the board have all been managed effectively with a focus on maintaining a stable learning environment for students.

Board assurance on legal requirements

Before the review, the board of trustees 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:

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

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.


West Gore School is a welcoming, inclusive, community school. Students are encouraged to believe it is ‘their place to grow’. Parents and the community are regularly involved in the life of the school. Students experience a broad, interesting curriculum. Students’ needs are quickly identified and their learning is well supported.

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

Graham Randell

National Manager Review Services Southern Region

2 October 2014

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Male: 53%

Female: 47%

Ethnic composition

NZ European/Pākehā




Special Features

Blind Learning Education in NZ, office on-site (BLENZ)

Review team on site

July 2014

Date of this report

2 October 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2011

July 2008

November 2005

ERO has also published an exemplar report on West Gore School: Exemplar Review - West Gore School - June 2018