1555 State Highway 16 , Woodhill, Helensville
View on mapThis Profile Report was written within 6 months of the Education Review Office and Woodhill School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Woodhill School is a small rural school northwest of Auckland. It is situated within the rohe of Ngāti Whātua o Kaipara. Mana whenua actively supports the school. About half of the students are Māori and many whakapapa to the rohe.
Woodhill School’s strategic priorities for improving outcomes for learners are:
You can find a copy of the school’s strategic and annual plan on Woodhill School’s website.
ERO and the school are working together to evaluate and develop increased learning opportunities, through targeted professional development, to enable greater equity and excellent outcomes for all.
The rationale for selecting this evaluation is to:
The school expects to see increased:
The school can draw from the following strengths to support its goal of developing increased learning opportunities, through targeted professional development, to enable greater equity and excellent outcomes for all.
Moving forward, the school will prioritise professional development in Responsive Pedagogies for Teaching including cultural competency practices in order to improve learner success.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen
Director of Schools
10 April 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of June 2023, the Woodhill School, Board has attested to the following regulatory and legislative requirements:
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For further information please contact Woodhill School, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
10 April 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Woodhill School’s performance in achieving valued outcomes for its students is: Developing.
Woodhill School is a rural school west of Auckland. The school, sited on the land of the local iwi/hapū – Ngā Maunga Whakahii o Kaipara, has always been an important place for the Woodhill community.
The school caters for Years 1 to 8 learners. It has a roll of approximately 59 students, of whom 28 are Māori. The roll has increased significantly over the past year, with many enrolments coming from beyond the local community.
Students are taught in three multi-level classrooms, one of which was recently opened. One classroom is leased to Kumeu Christian School. The two schools share the outdoor play areas and the expertise and experience of staff from both schools.
ERO’s 2018 education report noted the very good progress made in some areas of school improvement, however some areas still needed to be addressed. Since 2018, the school has worked with ERO, the Ministry of Education (MoE), specialist advisors and other agencies to support continue school improvement.
The school is a member of Te Kāhui Ako o Kaipara.
The following priorities for development were identified from the 2018 ERO report:
The principal, trustees and staff have made significant progress across all priority areas.
The capability of the board of trustees has been considerably strengthened. Trustees bring a wide range of experience to their governance roles. The board and the principal have worked collaboratively to improve areas including:
The board recognises and values the school’s special history. Stronger connections with the local marae and whānau have assisted the board in regaining the support of the local community. Trustees’ commitment to the Treaty of Waitangi is demonstrated the through proactive approaches in seeking iwi partnership and shared decision-making.
Trustees have benefited from support and guidance provided by the principal during this period of development. Trustees are well placed to sustain progress made and to continue strengthening governance capability and capacity.
Trustees and school leaders demonstrate a strong commitment to liaising and consulting with the local community. Whānau and community members work in partnership with staff to support the implementation of the curriculum and to lead significant cultural activities. Learners have benefited from participating in learning opportunities alongside local people with specialised expertise.
The school curriculum is more connected to the local community and includes:
Significant progress has been made in teaching and learning. This has been effectively led by the highly capable leadership and the willingness of staff to adopt new practices for improvement. Learning intentions are increasingly used in lessons and teaching strategies are learner focused. Teachers offer more opportunities for students to lead their own learning.
Student achievement information show improved levels of achievement including Māori student achievement. The achievement of students who have been at the school for some time are especially positive. The school’s information show some students have made accelerated progress. Teachers talk about the positive impact that home/school partnerships are having on improving outcomes for students.
The principal and trustees are highly supportive of and actively promote inclusive education. Improved teaching practices and additional MOE support have helped to build the school’s capability to cater for the increasing number of students with additional learning challenges.
The board, school leaders and teachers should continue to:
Woodhill School is now set up to sustain and continue to improve and review its performance.
The board’s consultative and culturally responsive approaches are impacting positively on the school. Trustees demonstrate a good understanding of the school’s next development priorities. They have worked successfully in partnership with the principal to establish the conditions necessary for ongoing school stability, growth and development.
Ongoing community liaison is now well established. Relationships within the school and community are enhanced by the principal’s commitment to growing partnerships and her modelling of solutions-based restorative practice.
Curriculum documents record the progress made in implementing a localised curriculum. Through this curriculum, students now have access to more engaging, relevant and meaningful learning opportunities.
The principal is implementing a strategic and phased approach to building staff capability. She is working with teachers to ensure ongoing improvements in curriculum planning and implementation. Teachers have responded positively to the professional development focused on student learning needs.
To build on school improvements, trustees and the principal could continue to:
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Woodhill School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
18 December 2020