Woodville School

Woodville School

Te Ara Huarau | School Profile Report


This Profile Report was written within twenty-seven months of the Education Review Office and Woodville 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


Woodville School’s strategic priorities for improving outcomes for learners are:

  • Inspire, connect, and challenge learners through innovative practice that delivers positive outcomes.

  • Innovative leadership, teaching, learning and assessment.

  • Positive relationships and hauora for our learners and all our people.

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

ERO and the school are working together to evaluate how school culture and achievement can be strengthened by evidence-based evaluation of what works for learners.

The rationale for selecting this evaluation is:

  • The school analysis of 2022 data identified reading is the strongest curriculum area with 63% of the school achieving within or beyond expectations. However, achievement is not equitable for all learners, the school wants to improve the achievement of all learners particularly those who need to make accelerated progress in reading, so achievement is equitable, and learners are well placed to access the curriculum across all subject areas.

  • An increase in the school roll since 2021 and the arrival of new teachers and students provided an opportunity to revisit values and how these are reflected in the school culture. Power Values have been refreshed and strengthened by Positive Behaviour for Learning (PB4L) and the school now has a wide range of information it can use to identify areas of focus.

  • Recognition of the significance of high rates of regular school attendance as being a foundation for learner achievement.

The school expects to see an improved learning culture within the school and greater equitable outcomes for student achievement.


The school can draw from the following strengths to support its goal to raise achievement in reading and create a culture of positive relationships by using an approach to learning grounded on recognised research that results in improved learning outcomes for every student:

  • work already underway in the school utilising the Better Start Literacy Approach (BSLA) and Positive Behaviour for Learning (PB4L)

  • improved collaborative relationships with parents and whānau, local community and marae resulting in more learning-focused conversations that are developing shared values that support student achievement

  • staff with existing capability and experience of improving outcomes in key curriculum areas through professional development and coaching.

Where to next?

Moving forward, the school will prioritise:

  • embedding structured literacy and PB4L into the school and supporting teachers with resourcing, relevant PLD, and realistic school-wide expectations

  • promoting open, honest, and consistent communication between whānau and school

  • addressing attendance issues by engaging key stakeholders and supports for re-engaging learners with the school

  • evaluating success and applying the principles of effective internal evaluation and improvement to other curriculum areas such as mathematics.

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

12 September 2023

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

Woodville School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of July 2023, the Woodville School, School Board has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Actions for Compliance

ERO and the board have identified the following areas of non-compliance during the board assurance process:

  • Complied with the requirement to adopt a statement on the delivery of the Health Curriculum, at least once every two years after consultation with the school community. [Section 91 Education and Training Act 2020]

The board has since taken steps to address the areas of non-compliance identified.

Further Information

For further information please contact Woodville 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

12 September 2023

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

Woodville School - 21/10/2019


On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Woodville School’s performance in achieving valued outcomes for its students is: Developing.

1 Background and Context

What is the background and context for this school’s review?

Woodville School, a full primary school, has students in Years 1 to 8. Of the 86 students who are enrolled, 43 identify as Māori.

There have been changes to teaching staff over the past two years.

The May 2017 ERO report identified significant areas for improvement. Over the past two years the school has participated in an ongoing ERO evaluation process to support improvement. During this time trustees and staff accessed appropriate external professional learning and development (PLD) to support them in their roles and practice. Following the previous ERO report, a plan was developed for review and development to guide improvements in priority areas.

This ERO report evaluates the progress made since 2017 and how well placed the school now is to sustain continuous improvement.

The school is part of the Tararua Kāhui Āko.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

A plan, outlining key priorities for improvement, was developed. This outlines and monitors actions taken and outcomes achieved throughout the process.

The overall goal was to improve leadership, governance, school practice and operation to promote positive learning outcomes and accelerate progress of all students. Areas of focus to support this have included:

  • review and development of the school’s curriculum to be culturally responsive and include parent aspirations to support children’s authentic learning through a balanced curriculum
  • building effective teacher capability to promote and accelerate student learning
  • strengthen the appraisal process, ensuring alignment of student learning needs, teacher professional learning goals and understanding and implementation of teaching as inquiry
  • evaluate the effectiveness of actions to accelerate progress and achievement outcomes, to inform decision making and regularly report this information to trustees
  • ensure the school can attest to meeting its legislative requirements.


Staff have made effective use of their learning from PLD to build their capability. Students are positively engaged in their learning through the provision of purposeful instruction, activities and contexts relevant to their needs. Teachers support students to know the purpose of learning and appropriate success criteria to better promote good quality work.

School achievement targets for 2019 focus specifically on accelerating learning for individuals and groups of students identified as achieving below expectation. Trustees have received information about the processes and identification of target students.

Teachers have individual inquiries related to target students for reading and mathematics. A schoolwide, collaborative inquiry supports writing across the school. Teachers reflect on their practice with a focus on learning and progress of identified students. They use this effectively to inform changes to their practice, set goals for students’ next learning and share practice.

Most target students have made progress in literacy and mathematics, with some having made accelerated progress.

School reported student achievement data for the end of 2018, indicates that majority of students, including Māori, achieved at or above expectation in reading, writing and mathematics. There is continued disparity for boys in literacy.

Mid 2019 student achievement data reported to trustees shows that trends identified at the end of 2018 remain. There is disparity between Māori students and their peers in literacy and mathematics and continued disparity for boys in writing.

School leaders are working with an external provider to review and develop the school’s curriculum. They are consulting with the school’s community to determine parent aspiration to inform curriculum development. From this school leaders have identified key priorities to inform ongoing development of the school’s localised curriculum.

The reviewed curriculum currently includes the school vision, values and priorities aligned to The New Zealand Curriculum. Some work has been undertaken by leaders and teachers to identify what effective teaching looks like at Woodville School and the development of a graduate profile. Collation and making sense of this information should enable leaders and teachers to identify and have a shared understanding for and guide effective teaching and learning at Woodville School.

As the curriculum is being developed staff and trustees should consider the school’s articulated priorities and develop the curriculum collaboratively with a shared understanding of approaches that support learning at this school. This should promote coherence of curriculum delivery, practice and learning for students across the school.

The board has met legislative obligations in relation to the principal’s appraisal. A suitable process has been implemented that links to the school’s strategic priorities. An external appraiser continues to provide ongoing mentoring and feedback. Processes for teacher appraisal have been developed and implemented. Teachers’ goals are linked to current school priorities and student outcomes, through an inquiry approach.

3 Sustainable performance and self review

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

The school has developed processes and practices to sustain and continue to improve its performance. A useful self-review framework supports staff to reflect, plan, identify actions and make changes for improvement.

Useful systems and processes guide leaders' and teachers' practice to improve the school’s performance. The school has developed an inquiry process and framework that supports teachers to improve the learning and wellbeing of all students.

Trustees are committed to achieving success for students. They have engaged with New Zealand School Trustees Association (NZSTA) to support them in their stewardship role. Strategic and annual plans identify priorities for improvement. Systems and processes continue to be developed to promote ongoing improvement across the school.

The policy framework and the management of policies and procedures are being revised. This should further strengthen meeting legislative requirements. There is still work to do to ensure the organisation of policy documents is finalised and available for parents to access.

Key next steps

To further support improved outcomes for students’ school leaders and trustees need to:

  • prioritise review of policies and procedures linked to health and safety and personnel, to ensure there is a shared understanding of how these are contextualised to this school to guide practice and operation

  • continue to build their shared understanding of effective leadership and governance for ongoing improvement and sustainability.

  • build their capability to evaluate the impact of the curriculum and teacher practice on student learning outcomes.

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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the NZSTA continues working with the trustees and school leaders to further support building an understanding of governance and leadership responsibilities and obligations that promote improvement and sustainability.


On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Woodville School’s performance in achieving valued outcomes for its students is: Developing.

Phil Cowie

Director Review and Improvement Services Central

Central Region

21 October 2019

About the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Male 46, Female 40

Ethnic composition

NZ European/Pākehā


Review team on site

July 2019

Date of this report

21 October 2019

Most recent ERO report(s)

Education Review
Education Review
Education Review

May 2017
June 2014
December 2012