Wairoa Primary School

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Not Applicable
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29 Campbell Street, Wairoa

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Wairoa Primary School

Te Ara Huarau | School Profile Report


This Profile Report was written within 17 months of the Education Review Office and Wairoa Primary 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


Wairoa Primary School’s strategic priorities for improving outcomes for learners are:

  • mana: students stand strong in their mana to reach their full potential
  • hononga: strengthened connections with collaborative partnerships to improve learner outcomes
  • ako: active, literate critical thinkers who can succeed and thrive 
  • attendance and engagement will support improved learner outcomes.

You can find a copy of the school’s strategic and annual plan on Wairoa Primary School’s website.

ERO and the school are working together to evaluate the extent to which and how effectively assessment for learning informs teaching and learning to improve outcomes for all learners.

The rationale for selecting this evaluation is: 

  • to improve in equitable and excellent outcomes for all learners
  • to improve literacy foundations that will empower all learners as they transition through their schooling
  • to develop the capacity and capability of teachers in effective assessment for learning within a culturally responsive, relational pedagogy
  • to build student agency, self-efficacy and engagement for all learners through effective assessment for learning.

The school expects to see: 

  • equitable and excellent outcomes for all learners with accelerated progress in writing
  • teaching as inquiry strengthened using assessment for learning to inform teaching and learning and supporting improved learner agency.


The school can draw from the following strengths to support its goal of assessment informing teaching and learning to improve outcomes for all learners:

  • positive, respectful relationships that support learners within an inclusive, culturally responsive learning climate 
  • well established connections, communications and relationships with whānau, hāpu, iwi
  • leaders and teachers demonstrate a commitment to Te Tiriti o Waitangi partnership.

Rumaki/Bilingual Outcomes and Condition to Support Learners

Tamariki outcomes

  • Achievement data shows tamariki are achieving academic success in te reo matatini and pangarau.
  • Tamariki are experiencing educational and cultural success, strengthening their identity as Māori
  • Tamariki are developing confidence and are thriving in a reo rich environment.

Conditions to support learners

  • Teaching and learning programs are highly responsive to the learning and well-being of tamariki.
  • Rich learning environments supported by kaiako participation in on-going professional development.
  • Kaiako work collaboratively with whānau to support tamariki learning.

Priorities for Improvement

  • Collaborate with mana whenua to co-construct a marau-ā-rohe.
  • Explicitly develop and implement a reo-ā-waha progression acceleration plan.
  • Develop Māori medium pathways to support tamariki progressions through the provision of te reo Māori.

Where to next?

Moving forward, the school will prioritise:

  • strengthening teaching as inquiry through a focus on evaluating the impact of teaching practices on learner outcomes
  • assessment for learning practices used to inform teaching and learning to meet the literacy and numeracy needs for all learners
  • continued growth in teacher capacity and capability through professional learning in effective writing strategies and assessment for learning
  • effective tracking and monitoring of progress to respond to all learners’ needs.

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

13 May 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Wairoa Primary School

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of March 2024, the Wairoa Primary School Board has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Actions for Compliance

The board has identified the following areas of non-compliance during the board assurance process:

  • undertaken Health Curriculum bi-annual consultation/
    [Section 91 Education and Training Act 2020]
  • safety checking of workforce: evidence of risk assessment.
    [Children’s Act 2014]

The board has since taken steps to address the safety checking of the workforce and is addressing the other area of non-compliance identified.

Further Information

For further information please contact Wairoa Primary 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

13 May 2024 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Wairoa Primary School - 18/12/2018

School Context

Wairoa Primary School has students in Years 1 to 6. The roll is 238 and most students identify as Māori.  Whānau have a choice of English medium (Aūraki) or Rūmaki pathways. 

The school’s mission is to provide the highest quality learning in a caring environment which values diversity and prepares children for the future.

The vision of ‘E Tu E Tu Tamariki ma; Ko au te akonga, ko te akonga ko au’ encompasses the aspiration for students to stand tall with pride in their whakapapa.

The school values of whakawhanaungatanga, hauora, kaitiakitanga and whakapapa underpin the holistic approach to growing pride, identity and the community spirit in each child.

The school’s annual targets focus on raising literacy and numeracy achievement. Teachers are involved in professional learning in these key areas with a focus on digital learning and fluency to further engage, enhance learning, and promote student independence.

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

  • achievement in reading, writing and mathematics
  • Rūmaki and Aūraki learning pathways
  • attendance
  • wellbeing.

An experienced board chair and recently-elected members make up the board of trustees. They have close whakapapa connections within the community and represent the district. The principal is newly appointed since the April 2015 ERO report. The school has longstanding staff members with few new staff.

The school is an Enviro School, and engages regularly with other schools within the district for extended curriculum. The school is part of the Mata Nui o Kahungunu Kāhui Ako.

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 has made progress to achieve higher levels of equity and increased excellence in outcomes for all learners, in reading, writing and mathematics.

The school reports sustained high achievement for all Rūmaki pathway students against national expectations in pānui, tuhituhi me pangarau.

In the Aūraki pathway, most students achieve in mathematics and the majority in reading and writing. The disparity between boys and girls has decreased significantly over time, with some variation of data for girls in 2017. Trend data over time shows all Pacific students achieve at The New Zealand Curriculum expectations.

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

School presented achievement data shows that there has been success in accelerating progress for individuals and some groups of students.

Those students who are at risk of not achieving expected levels are suitably identified, monitored and are known to teachers and leaders.

Establishing a clearer picture about where accelerated progress is occurring and who for, should support the school to know about its overall effectiveness and inform next steps to plan and improve outcomes for priority learners.

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 experience a positive learning environment. Whakawhanaungatanga and manaakitanga are evident in the school and underpin the inclusive culture and relationships. A range of extended curriculum activities engages students and builds their capabilities and interests. These highlight Māori values and are strengths-based.

The school is responsive to the needs of students who require extra support. It works closely with a range of external agencies to develop innovative and inclusive ways to promote equitable opportunities for students to learn. Students with additional or complex learning needs experience a positive transition into the school. Whānau engagement is valued and integral to programme design for individual students.

The school has a sustained focus on developing the capability of teachers. Professional learning responds to student needs, aligns to school goals and is supported by external expertise. A continued focus on mathematics is occurring schoolwide. The current emphasis on the learning dispositions in mathematics aims to promote equity and excellence in this curriculum.

The Rūmaki pathway continues to demonstrate a holistic approach to student learning and achievement. Teaching practices are consistent with culturally responsive and relational pedagogies. Daily cultural routines are steeped in Māoritanga, promoting leadership and tuakana teina competencies. A collaborative approach and commitment to equity, promotes and extends the use of te reo Māori within rich and meaningful contexts.

There is an emphasis on building meaningful learning partnerships with whānau. Leadership seeks out the perspectives of students, parents and whānau. A range of appropriate and effective communication strategies and events engage parents in productive learning conversations. The school identifies and draws on community collaborations to enrich learning opportunities.

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

Through a strategic approach, the leadership team should continue to collaboratively pursue the school’s vision, goals and targets for equity and excellence. Further co-ordinating and aligning practices and processes across the school (Aūraki and Rūmaki) to focus more deliberately on equity of outcomes for all students is an important next step.

More robust and better analysis of achievement data with improved reporting of progress and acceleration for all groups at risk of not achieving, is required. Deepening teachers’ understanding of the progress and acceleration should help to inform targets and improve reporting of those students at risk across the school.

Completing the current review of the curriculum, to include the rationale for implementing new initiatives, and provide expectations for assessment across the school should give clearer guidance for effective teaching practice.

Strengthening teacher inquiry and internal evaluation to lift professional practice should improve identification of identify what is most effective in accelerating learning to inform decision making. Continuing to strengthen trustees’ understanding of review and internal evaluation should support ongoing improvements in student outcomes.

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:

  • a continued focus on building capability, aligned to school priorities
  • a culture of care and community spirit that systematically responds to students’ needs, promotes their wellbeing and supports their learning
  • connections and relationships with whānau, the wider community, iwi and other education organisations that promotes positive outcomes for students.

Next steps

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

  • strategic leadership to provide targeted direction and alignment across school systems, processes and practices
  • improving stewardship capability to further strengthen ongoing strategic direction and decision-making
  • building schoolwide inquiry and internal evaluation to better determine the effectiveness of programmes and actions on improving student outcomes.

ERO’s next external evaluation process and timing

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

Phil Cowie

Director Review & Improvement Services

Central Region

18 December 2018

About the school

Ministry of Education profile number1668
School typeContributing Primary (Years 1 to 6)
School roll238
Gender compositionMale 53%, Female 47%
Ethnic composition

Māori 93%

Pākehā 5%

Other Ethnic groups 2%

Students with Ongoing Resourcing Funding (ORS)Yes
Provision of Māori medium educationYes
Number of Māori medium classes3
Total number of students in Māori medium (MME)23% (54)
Review team on siteNovember 2018
Date of this report18 December 2018
Most recent ERO report(s)

Education Review April 2015

Education Review August 2012

Education Review April 2015