Westmere School (Wanganui)

 Westmere School (Wanganui)

School Evaluation Report 

Tēnā 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. 


​Westmere School (Whanganui)​ is a full primary school catering for students in Years 1 to 8. It is situated in the rural outskirts of Whanganui. The school’s mottoPiki ake te poutama - building future leaders today’ is supported through their values of Mana (pride), Pono (honesty) and Manaaki (respect). 

There are two parts to this report. 

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part B: The improvement actions prioritised for the school’s next evaluation cycle.  

Part A: Current State 

The following findings are to inform the school’s future priorities for improvement. 

Learner Success and Wellbeing 

Most learners make sustained progress and achieve well.  

  • Analysis of the school’s 2023 achievement information for Years 1 to 8, show that most learners achieved at or greater than the expected curriculum levels in reading, writing and mathematics; improved outcomes in writing remains a focus for teachers, particularly for male and Māori learners. 
  • Attendance information from 2022 and 2023 shows a large majority of learners attend school more than 90% of the time; leaders and teachers work closely with whānau to improve attendance rates of learners. 

Conditions to support learner success 

Leaders set and pursue improvement strategies aligned with school priorities to improve learner outcomes. 

  • Leaders set data informed improvement goals and targets, with focus on increasing the progress and achievement of learners at risk of not achieving. 
  • The board, leaders and teachers prioritise a relational and inclusive culture that fosters student wellbeing and active participation in learning, through the school’s values. 
  • Leader’s support and facilitate the ongoing improvement and development of teacher capability to improve learner outcomes. 

Teachers are strengthening responsive teaching and learning practices. 

  • Teachers and leaders regularly, collectively and systematically inquire into aspects of teaching practice that support learner progress and achievement. 
  • Established expectations for high-quality, inclusive teaching and learning practices are shared and increasingly consistent across the school. 
  • Learners engage, inquire, and apply new learning within a supportive, positive learning environment. 

Systematic and coherent school conditions support a planned approach to school improvement. 

  • Leaders act on the evidence gathered through evaluation to make improvements, including regular monitoring and reporting of student progress and achievement to the board. 
  • The board with leaders set appropriate improvement goals to guide ongoing development that aligns with addressing student needs. 
  • Leaders and staff seek and engage in ongoing professional development to build teacher confidence and capability in te reo ona tikanga, mātauranga Māori and te ao Māori knowledge. 

Part B: Where to next? 

The agreed next steps for the school are to:  

  • strengthen use of achievement information in literacy and mathematics to enable teachers to refine and tailor learning programmes for improved progress and achievement, particularly for male and Māori learners in writing 
  • continue to focus on improving attendance rates for all learners 
  • continue to build teachers’ capability, responsiveness and confidence in te reo ona tikanga, mātauranga Māori and te ao Māori knowledge. 

The agreed actions for the next improvement cycle and timeframes are as follows: 

Within six months: 

  • learners at risk of not achieving identified and targets set to improve attendance, progress and achievement 
  • review and develop a systematic way to monitor the progress and impact of key improvement actions, particularly in writing 
  • use a framework to evaluate current teacher practice and collect baseline data for improving te reo and te ao Māori 

Every six months: 

  • use assessment information to adjust teaching programmes and practice, to achieve greater progress and achievement outcomes for all learners 
  • use research informed teaching and learning practices to build teacher, student and whānau understanding of how children learn best 
  • leaders, teachers and learners will evaluate progress in understanding and use of te reo and te ao Māori 


  • analyse and report schoolwide achievement data to the board, to strategically plan actions that will improve achievement and learner outcomes, particularly in writing 
  • assess and review culturally responsive practices within the school, reflecting on te reo Māori use and progress, to inform future planning. 

Actions taken against these next steps are expected to result in: 

  • improved and sustained attendance and learner progress and achievement in reading, writing and mathematics 
  • consistency of effective responsive teaching, learning and assessment practices schoolwide, resulting in improved achievement outcomes for all learners, particularly in writing 
  • teachers effectively supporting learners to value, progressively acquire and use te reo ona tikanga, mātauranga Māori and te ao Māori knowledge. 

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 Evaluation 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 

​​​Shelley Booysen​
​Director of Schools​ 

​1 July 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 

Westmere School (Wanganui

Board Assurance with Regulatory and Legislative Requirements Report ​2024​ to ​2027​ 

As of ​February 2024​, the ​Westmere School (Whanganui)​ Board has attested to the following regulatory and legislative requirements: 

Board Administration 




Management of Health, Safety and Welfare 


Personnel Management 






Further Information 

For further information please contact ​Westmere School (Whanganui)​, 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​ 

​1 July 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 

Westmere School (Wanganui) - 24/12/2018

School Context

Westmere School (Wanganui) is a full primary school catering for students in Years 1 to 8. It is situated in the rural outskirts of Whanganui and has a roll of 241 and 11% are Māori.

A new principal was appointed after the 2016 ERO evaluation.

The school vision is for children to be confident to face their future displaying pride, honesty and respect.

The school’s valued outcomes state that the board and staff want students to develop a strong foundation of values that influence them when they are making decisions and give positive direction to their daily life at school, at home and in the wider community.

The current key aims, goals and targets for improvement in student outcomes are that children will increase their levels of literacy, numeracy and independent work habits and skills. There is a specific target in 2018, for improving writing achievement for an identified group of students.

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

  • reading, writing and mathematics including from literacy interventions
  • wellbeing for success.

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?

Schoolwide end of year achievement information in 2017, reported that almost all students, including Māori, achieved at or above curriculum expectations in reading and mathematics, with most in mathematics. In some aspects of achievement disparity for Māori and boys is evident.

Overall student achievement has remained consistent since 2016.

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

Those students whose learning requires acceleration are well known to the leadership team and teachers.

In 2018, the school has been successful in accelerating the learning for some target students in writing, with the majority of these students making expected progress.

School reported information shows that some students’ learning has accelerated as a result of a specific literacy intervention from 2016 to 2018.

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?

A well-considered and strategic approach supports change, improvement and implementation of new initiatives.

Children experience a broad curriculum with clear expectations for assessment and learning that link to The New Zealand Curriculum. Extensive professional learning and development (PLD) supports teachers to implement new initiatives. E-learning and strengthening learning strategies through the implementation of Growth Mindset are ongoing priorities to enable students to take control of their learning. They are developing resilience and actively supported by teachers to make choices and have a voice in their learning.

The school has developed clear guidelines and processes for appraisal of staff that promote inquiry, foster collaboration and sharing evidence of good practice. Teachers’ PLD and inquiries are aligned to the school’s goals and priorities. Leadership is fostered as teachers take lead roles in developing and strengthening children’s learning. Teachers are reflective and use their inquiries to improve and build on strategies to support children and each other.

Children benefit from strengthened learning partnerships between the school and their families. Their sense of wellbeing is positively promoted. A number of initiatives have been implemented that provide parents and whānau with a range of opportunities to be informed of their children’s learning and achievement. Ongoing community partnerships continue to strengthen.

Students requiring additional learning support are identified and supported. A review of systems and procedures has resulted in a more coherent process that enables the school to better respond to the needs of individual students. Teacher capability to respond to those students is growing. The school collaborates well with external agencies to support students and their families.

Trustees have strengthened their understanding of stewardship. The board actively represents and serves the school in its stewardship role. Trustees responded appropriately to the areas identified for development in the previous ERO report to meet their statutory responsibilities.

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

Leaders and teachers know those students who require further support to achieve equitable outcomes. The board should receive regular student achievement information, particularly for those students whose learning needs acceleration. This would enable trustees to scrutinise the data and monitor the progress and achievement of target students aligned to the school target.

Staff and trustees should continue to develop a shared understanding of internal evaluation to systematically evaluate how well and to what extent changes made, and recently implemented initiatives, promote improved and accelerated learning. This should inform further decision making for ongoing improvement.

The continued development of the Westmere School curriculum and charter should include how the school is implementing a culturally responsive, place-based curriculum. The 2018 school charter makes a commitment to developing practices that reflect New Zealand’s cultural diversity and the unique position of Māori. The enactment of this is not clear.

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.

Area for improved compliance practice

To improve current practice, the board of trustees should:

  • ensure that the board is clear about why and when to go in-committee during board meetings.

4 Going forward

Key strengths of the school

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

  • a culture of collaboration among leaders, teachers, parents and whānau that maintains high expectations for teaching and learning across the school
  • a well-considered and strategic approach to change, improvement and implementation of new initiatives.

Next steps

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

  • curriculum development for a culturally responsive school curriculum that responds better to students’ identity, culture and language
  • use of data from a range of sources, to enable internal evaluation that better identifies what is working well for students’ learning and where improvements are needed.

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 and Improvement Services

Central Region

24 December 2018

About the school

Ministry of Education profile number2480
School typeFull Primary (Year 1 - 8)
School roll241
Gender compositionMale 54%, Female 46%
Ethnic compositionMāori 11% 
Pākehā 89%
Students with Ongoing Resourcing Funding (ORS)pNo
Provision of Māori medium educationNo
Review team on siteNovember 2018
Date of this report24 December 2018
Most recent ERO report(s)Education Review March 2016
Education Review January 2013 
Education Review November 2009