2 Loffhagen Drive , Waipara
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.
Waipara School provides education for learners in Years 1 to 8. The school’s roll is 44, with 25% of students are Māori. The school’s values of Manawanui |perseverance and resilience, Manaakitanga | kindness and support, Pono & Tika | honesty and integrity, and Whakaute | respect underpin the learning programme and operation. A new principal was appointed Term 1, 2023.
| 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 is improving its collection and use 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 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 | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
The school is approaching the target of 80% regular attendance over the year 2024.
The school is developing a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
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 to some extent 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 and/or pānui, tuhituhi and pāngarau 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.
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:
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 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
Sharon Kelly
Director of Schools (Acting)
25 March 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Waipara School is a small, rural, full primary school with a roll of 52 children.
There have been some recent significant changes to staffing and to the board. The principal and the long serving experienced senior teacher provide consistency for children and families, and effective support for new staff and board members.
The school has maintained high levels of student achievement from 2014 - 2016. Most children achieve at and above the National Standards in reading, writing and mathematics. Leaders have accessed external PLD to further support achievement in mathematics.
Since the ERO review in 2013 the principal and teachers have implemented school-wide internal evaluation processes to evaluate the impact of programmes and teaching strategies on children’s learning to guide ongoing improvements.
The school is part of the Tipu Maia Kāhui Ako | Community of Learning.
The school responds very effectively to children whose learning and achievement need acceleration. Teachers provide a well-planned and well-monitored approach to accelerating the learning of children that require additional support.
The school has many effective processes that are enabling achievement of equity and excellence. Strong school leadership promotes the school’s vision, values and learning qualities to foster an inclusive and caring school culture, positive relationships and a sense of community. Strategic and annual planning are well aligned to school priorities and focus on high expectations for teaching and for children’s learning and wellbeing.
At the time of this review learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
Agreed next steps are to:
ERO is likely to carry out the next review in three years.
The school responds very effectively to children whose learning and achievement need acceleration.
Most children achieve at and above the National Standards in reading, writing and mathematics.
Teachers have identified that there is some disparity in boys’ writing and mathematics. They provide a well-planned and monitored approach to accelerating the learning of children that require additional support.
Specific resourcing and professional development help teachers deliver personalised, flexible approaches to successfully meet a range of learning needs. Useful school-wide assessments and well understood in-school moderation processes guide the provision of targeted teaching. Individual children’s progress is well tracked and monitored.
The school has many effective processes that are enabling achievement of equity and excellence.
Strong school leadership promotes the school’s vision, values and learning qualities. These foster an inclusive and caring school culture, positive relationships and a sense of community.
Strategic and annual planning are well aligned to school priorities and focus on high expectations for teaching, children’s learning and wellbeing.
The board, principal and staff encourage collective responsibility for the children in their community. They consult with and value the contributions of parents, whānau and children.
The school curriculum is clearly focused on effective teaching and engaging children in a wide range of learning opportunities within and beyond the school. There is good provision of physical and sporting activities and an increasing emphasis on digital technologies.
The principal and teachers are strengthening their focus on bicultural perspectives and practices. This includes good modelling of the use of te reo Māori in ways that are respectful of the Māori culture.
The board has good processes in place to guide governance responsibilities and the operation of the school. The principal and board work well together to make informed decisions about the resourcing of children’s learning needs, including targeted professional development to build teacher capability.
Useful internal evaluation processes help teachers to evaluate the effectiveness of strategies and programmes and reflect on next steps to continually improve outcomes for children’s learning. Children with additional learning needs are well supported within an inclusive learning environment and responsive curriculum.
The school has many good quality systems and processes in place. To ensure sustainability, leaders and the board should prioritise:
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:
Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
Agreed next steps are to:
ERO is likely to carry out the next review in three years.
Dr Lesley Patterson
Deputy Chief Review Officer-Southern (Te Waipounamu)
28 September 2017
| Location | Waipara North Canterbury |
| Ministry of Education profile number | 3576 |
| School type | Full primary |
| School roll | 52 |
| Gender composition | 26 Girls 26 Boys |
| Ethnic composition | Māori 6 Pākehā 46 |
| Provision of Māori medium education | No |
| Review team on site | July 2017 |
| Date of this report | 28 September 2017 |
| Most recent ERO reports | Education Review March 2013 Education Review December 2010 |