23 Princes Street , Waikari
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.
Waikari School is located in North Canterbury. It provides education for learners in Years 1 to 8. The school’s vision is to build confident, respectful and curious learners, underpinned by the PRIDE values – Perseverance, Respect, Integrity, Difference, and Excellence. A new principal began at the school in Term 3 of 2023.
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.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| Learners are well-engaged with most achieving at or above expected curriculum levels. |
| School leadership works collaboratively and strategically to effectively improve and sustain learners’ progress and achievement. |
| Learners have access to a broad and relevant curriculum and experience high quality teaching. |
| Key conditions that underpin successful schooling are strongly embedded and well-aligned. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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
8 November 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 2024, the Waikari School Board has attested to the following regulatory and legislative requirements:
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For further information please contact Waikari 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
8 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Waikari School is a rural school in North Canterbury for students in Years 1 to 8. It has a roll of 31 students.
The school’s vision is for ‘confident, respectful and curious kids’. Its valued outcomes include academic outcomes along with developing leadership skills and demonstrating the school’s PRIDE values (perseverance, respect, integrity, making a difference, excellence).
The current aims of the school’s strategic plan are:
The achievement targets are for students who are achieving below expected levels in reading, writing and mathematics to be meeting expected levels by the end of the year.
Leaders and teachers regularly report to the board school-wide information about outcomes for students in the following areas:
All teachers have been involved in professional learning in the teaching of literacy, te reo Māori and culture, and enhancing student engagement and behaviour.
Waikari School is part of the Tipu Māia Kāhui Ako|Community of Learning (CoL).
The school is working towards equitable and excellent outcomes for all students. Over the past three years:
In 2017 most students made expected progress in reading and writing, and two thirds made expected progress in mathematics.
Over the past three years there have been variable levels of accelerated progress. School information shows:
Students benefit from a positive and supportive school culture. The school’s established values contribute to student wellbeing for learning. There are caring relationships among students, between adults and students and with the wider community. Tuakana-teina (older students supporting younger students) relationships are highly evident. Students have a strong sense of belonging and regularly contribute to school-wide decisions.
The school’s curriculum effectively supports students to meet the school’s stated valued outcomes. There are a range of purposeful programmes to support the students’ development of their PRIDE values and leadership skills. Well-considered programmes are in place for students at risk of not achieving in literacy and mathematics. Learning data is well used at all levels for making decisions about resourcing and teaching strategies that will improve student outcomes. Over the past two years there has been a greater focus on providing learning about Māori, in particular within the context of the local environment. All students are learning the basics of te reo Māori and aspects of tikanga Māori.
Teachers use a range of effective strategies to engage and improve students’ learning outcomes. Students’ learning pathways are well based on teachers’ knowledge of the learners and their use of data and assessment information. Teachers try new approaches and use data to establish what works and for whom, through their professional inquiries and research. They are increasingly working with parents as partners in their children’s learning. Teachers work together to build collective understanding of the students’ next steps and to distribute appropriate resourcing.
School leaders ensure effective planning, coordination and evaluation of the school’s curriculum and teaching. Trustees and the principal are implementing a useful strategic plan to guide well-considered priorities. Self review is used constructively to inform improvement for learning. The principal has high expectations of teachers and their practice. School-wide guidelines have been developed to increase the consistency of practice. The principal and teachers have built collaborative relationships with neighbouring schools to enhance learning opportunities for students.
Leaders and teachers need to extend their reporting to the board to include the:
Leaders and teachers need to consolidate the consistent use of school-wide expectations and guidelines and sustain successful initiatives.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Director Review & Improvement Services Southern
21 January 2019
| Location | North Canterbury |
| Ministry of Education profile number | 3569 |
| School type | Full Primary (Years 1 to 8) |
| School roll | 31 |
| Gender composition | Boys: 17 Girls: 14 |
| Ethnic composition | Māori: 3 Pākehā: 28 |
| Students with Ongoing Resourcing Funding (ORS) | No |
| Provision of Māori medium education | No |
| Review team on site | October 2018 |
| Date of this report | 21 January 2019 |
| Most recent ERO reports | Education Review: July 2015 Education Review: May 2012 Education Review: November 2009 |