82 Langdale Road , Masterton
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.
Whareama School, located in rural Wairarapa, provides education for learners in Years 1 to 8. There are 48 students on the roll; 27% are Māori and 73% are New Zealand European/Pākehā. Whareama School’s R.U.R.A.L. values of Respect, Unique, Resourceful, Achievers, Leaders reflect the community’s aspirations for their students. The principal resigned at the end of 2024. The school board is in the process of appointing a principal.
ERO and the school have been working together to evaluate how well the achievement of learners at risk of not achieving was accelerated for continuous and sustained achievement.
Student achievement has improved with accelerated progress for many targeted students. Schoolwide achievement information is shared, tracked and monitored, enabling well-considered support to be provided for all learners. The use of a sequenced approach to evaluation, led by the principal and involving all staff, ensured a consistent, collaborative approach to planning with clear schoolwide expectations for quality teaching practices.
Highly supportive whānau are well-informed about the learning and progress of their children. A culturally informed approach to teaching and learning is developing partnerships with whānau, local hapū and iwi. This work supports student engagement and increased acceleration of students’ progress from better targeted teaching and learning programmes.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain 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? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| 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 responds well to a wide range 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 | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
The school is behind 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 uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly 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 Government reading, writing and mathematics 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.
Schoolwide information shows increasing equity of achievement across all levels of the school. Targeted learning support, in class programmes and initiatives led by the principal, have successfully accelerated achievement.
Structured literacy and mathematics are already well embedded in the school curriculum. Staff have undertaken professional learning to strengthen their teaching practice in these core subjects. A well-embedded inquiry model supports teachers to review, strengthen and grow their professional practice, focused on improved student achievement and accelerated progress.
Whānau, the community and local hapū are committed and actively support the learning and wellbeing of the students, their teachers and leaders.
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:
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)
27 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 18 months of the Education Review Office and Whareama 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
Whareama School, located in Wairarapa, provides education for learners in Years 1 to 8.
Whareama School’s strategic priorities for improving outcomes for learners are:
to develop, empower and engage R.U.R.A.L learners (respectful, unique, resourceful, achievers and learners)
to encourage children to achieve the best in academic, social, cultural, and physical areas by providing a stimulating, supportive and positive learning environment.
You can find a copy of the school’s strategic and annual plan on Whareama School’s website.
ERO and the school are working together to evaluate how well the achievement of priority learners across the school is being accelerated for continuous and sustained achievement.
The rationale for selecting this evaluation is:
to build the board, leadership and staff knowledge and collective capacity to do and use evaluation
to strengthen learning partnerships with tamariki, whānau and iwi through valuing te ao Māori in inclusive, culturally responsive approaches to planning and teaching.
The school expects to see the use of a deliberately sequenced approach to evaluation that will grow, strengthen, and embed inclusive, culturally responsive practices and evaluative capability at all levels of the school.
The school can draw from the following strengths to support the school in its goal to evaluate how well the achievement of priority learners across the school is being accelerated for continuous and sustained achievement:
the development of a structured inquiry framework, resulting in the acceleration of senior priority learners (2021)
principal’s modelling of change practices (2021) and support of teachers working within the new inquiry model (2022)
active, committed support of the school’s culturally responsive approach by whānau and local hapū.
Moving forward, the school will prioritise:
growing and embedding the evaluative inquiry framework to support and accelerate achievement of all learners
the continual growth, understanding and use of culturally responsive and inclusive practices throughout the school.
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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
3 August 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of September 2021, the Whareama School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Whareama School Board of Trustees.
The next Board of Trustees assurance that it is meeting regulatory and legislative requirements is due in December 2024.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
16 December 2021
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home