Valley View Road , Glenfield, Auckland
View on mapTēnā 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.
Windy Ridge School, in Glenfield on Auckland’s North Shore, provides education for learners in Years 1 to 6. The roll of 203 reflects the school’s diverse and multicultural community. The school values are Atawhai (Kindness), Manaakitanga (Respect), Hōnore (Integrity) and Manawaroa (Resilience).
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | The school is improving teaching and learning. |
| 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 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? | The school is establishing planning and conditions that support improvements in the quality of education for learners. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully 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. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Writing | A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student 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 and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Learners are progressing well in reading and mathematics. Having established a consistent schoolwide approach to structured literacy, the focus for 2025 is on consolidating the approach for mathematics.
School leaders prioritise the improvement of learner achievement through strategic planning and decision making. With provision of well-considered professional development and support, leadership are building on strong staff commitment and morale to prioritise effective teaching and learning.
The school promotes a reflective culture that supports teachers to systematically inquire into their teaching practice to impact learner outcomes.
With an embedded schoolwide focus on well-being, learners have a strong sense of belonging both within and beyond the classroom. Considerable relational trust between learners and teachers is evident.
Learners needing additional in-class learning support are identified and provided with effective assistance; this contributes to a positive and inclusive environment that progresses learning.
The school continues to forge strong partnerships with the community, and it is valued as a positive place for learners and their whānau. Visible connections and celebrations of the diverse culture of the school community are evident.
Leaders and teachers continue to strengthen the integration of curriculum initiatives and programmes that draw on te reo Māori, tikanga Māori and te ao Māori.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Yes
Yes
Yes
Yes
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three 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 (Acting)
23 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Windy Ridge School is located in Glenfield on Auckland’s North Shore. Of the 303 children, Māori children make up 11 percent of the roll and 8 percent have Pacific heritage. In addition, there are smaller groups of children from a wide variety of other ethnic backgrounds.
Approximately 30 percent of children attending the school are involved in programmes that assist them to learn English.
The board and senior leaders have responded well to the findings of ERO’s 2014 review. There has been a considered approach to building student agency in learning through a strong focus on collaboration across all school levels.
The school has a clear vision for promoting a ‘learner outcomes focus’ that values all children as capable learners. Well considered professional learning and development (PLD) has supported this vision.
The school hosts two satellite classes from Wilson School that provide non-mobile children with an adapted educational programme. Teachers and children from these satellite classes are included in the life of the school.
Windy Ridge School is a member of the Kaipātiki Community of Learning | Kāhui Ako.
Most children achieve well in relation to the National Standards for reading, writing and mathematics.There are small levels of disparity between Māori and Pacific learners and the rest of the school. Very few children are working well below the National Standards.
The school’s systems and processes contribute to very good equitable outcomes for all learners. A focus on enhancing children’s wellbeing, a responsive curriculum, culturally responsive teaching, effective leadership, and strong connections with parents and whānau provide a foundation for successful learning.
The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable practices.
ERO is likely to carry out the next review in three years.
The school responds well to Māori and other children who are at risk of not achieving. Action plans for improving learner outcomes, including achievement for Māori and Pacific students guide school operations and teacher practice.
A social justice focus is supported by the school’s values and vision: “Striving for excellence while valuing effort”. The school and community promote equity through a variety of actions and resourcing to support children and their families to experience success.
Māori children are acknowledged for their capabilities in their language and identity as Māori. This deliberate approach from teachers contributes to children’s high levels of engagement in their learning.
Māori children achieve at comparable levels to the rest of the school population in writing and reading. There is some disparity in mathematics for Māori. While small in number, Pacific students are not achieving to the same levels as other learners. Many of the school’s Pacific students are new to New Zealand and the English language. Regardless, the school has very few children working well below National Standards. This achievement trend indicates the success of teaching initiatives that are focused on supporting children’s progress.
Over three-quarters of children achieve National Standards for reading and mathematics. Slightly less children achieve at similar levels for writing. Boys’ achievement in reading and writing is lower than girls. In mathematics, boys achieve at comparable levels to girls.
Children with additional needs are supported by the school’s inclusive practices. Their presence and contributions to the life of the school are valued. Each child’s achievement and progress is well monitored through collaboratively constructed and evaluated planning.
Moderation of children’s work is done within the school. Involvement in the Kaipātiki Community of Learning |Kāhui Ako (CoL) will support across-school moderation. The achievement challenges for the CoL support the school’s work in accelerating Māori and Pacific children’s progress.
The school has very good processes that enable achievement of equity and excellence. Systems are increasingly evaluated, and contribute to equitable outcomes for all children.
Children enjoy learning in a creative curriculum that engages their thinking and builds on their experiences. They have opportunities to use literacy and mathematics in meaningful ways.
Children’s wellbeing is strongly promoted by the school and community, and provides a foundation to successful learning. Parents and whānau are increasingly involved in learning partnerships with their children and the school. Leaders and teachers provide resources to support parents with their children’s learning, including updates about how well children are progressing.
School leaders successfully promote the notion of children as connected, active, lifelong learners. Their collaborative decision-making has a positive influence on the learning culture of the school. Teachers are open to new ideas, and work together to meet children’s diverse learning requirements. They use achievement information well to inform planning and teaching practice. Children know how well they are learning and their next steps.
The school’s deliberate focus on culturally responsive teaching practice supports Māori learners to be confident in the use of their language and in their identity as Maori. Pacific children of Samoan, Tongan and Cook Island heritages, while small in number, have a significant presence in the school. They are supported in their learning by targeted programmes, some of these are focused on ‘English as a Second Language’ approaches.
ERO has discussed with trustees and school leaders deliberate actions that could be taken to refine and improve a shared understanding of accelerated progress through the school. The progress for children at risk of not achieving needs to be better analysed to provide information for supporting collaborative teaching practice for acceleration.
ERO also recommended that the board continue to develop its evaluation capability. The planned use of Hautū: Māori Cultural Responsiveness Self Review tool for Board of Trustees is likely to support this process.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
The school is a signatory to the of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.Education (Pastoral Care
At the time of this review there were two international students attending the school.
The school provides good quality pastoral care, responds well to parental aspirations and communicates progress and achievement regularly and effectively.
Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
Agreed next steps are to:
ERO is likely to carry out the next review in three years.
Graham Randell
Deputy Chief Review Officer Northern
Te Tai Raki - Northern Region
27 October 2017
| Location | Glenfield, Auckland | ||
| Ministry of Education profile number | 1575 | ||
| School type | Contributing (Years 1 to 6) | ||
| School roll | 303 | ||
| Gender composition | Girls 51%, Boys 49% | ||
| Ethnic composition | Pākehā Māori Chinese Samoan Indian Japanese Middle Eastern Tongan Filipino Cook Island Māori other European other Asian other ethnicities | 47% 11% 11% 4% 3% 3% 3% 3% 2% 1% 5% 4% 3% | |
| Provision of Māori medium education | No | ||
| Review team on site | August 2017 | ||
| Date of this report | 27 October 2017 | ||
| Most recent ERO report(s) | Education Review Education Review Supplementary Review | October 2014 December 2011 October 2008 | |