Old Port Road , Balclutha
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.
Warepa School provides education for 60 students from Years 1 to 8. Most students attending are European/Pākehā and a small percentage are Māori. The school vison is ‘Empowering and inspiring lifelong learners to achieve their potential’.
| How well are learners succeeding? | Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups. |
| What is the quality of teaching and learning? | Learners benefit from excellent 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 a 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 high quality education for learners are driving excellent school performance. |
| 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 | Almost all 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 | Almost all 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.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet 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 significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is meeting Government reading, writing and mathematics targets set for 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.
Leadership collaborates with the board, staff, students and community to set the school’s vision and direction of the school. Leaders foster and maintain expectations for high quality teaching and equitable and excellence outcomes for all learners.
Teachers create a highly cooperative and orderly learning environment for inclusivity. Learners are supported to engage, experiment and apply new learning innovatively.
The school has clear, structured routines and approaches in mathematics and literacy, with consistent, evidence-based teaching practices leading to high achievement.
The school offers many different curriculum opportunities that involve the community and encompass students’ familiar and global worlds; learners are highly engaged through project and play-based learning.
The agreed next steps for the school are to:
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 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)
22 April 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Warepa School is a rural Years 1 to 8 primary school with a roll of 57 students. The school has had little change to staffing over time.
The vision statement of the school is to be a community ‘that inspires students to be life-long learners who achieve and reach their potential.’ The school’s values and attitudes focus on students being respectful and understanding of others, taking responsibility for themselves and being self-motivated, and thinking for themselves and beyond horizons.
The school has clearly identified the valued outcomes it has for students to gain over time. These are to have the strong foundations of academic excellence, care for themselves, others and the environment and being good role models. Students are supported to become independent and successful learners through the ‘Warepa Learner Characteristics’ which support students to think, connect, create, be self aware, and be determined.
The school’s current strategic priorities are related to these outcomes.
Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:
The school is a member of the Big River Kāhui Ako|Community of Learning.
The school is part of a Ministry of Education funded initiative to support literacy development.
The school is very effective in achieving equity and excellent outcomes for its students.
Between 2016 and 2018 the school’s achievement reports show that most students are achieving at or above the school’s curriculum expectations in reading, writing and mathematics. These levels of achievement have been well sustained over this time. High proportions of students achieve above the school’s expectations in reading.
There is some disparity for boys in writing which reduces as they progress through the school. Boys and girls overall achieve equally well in reading and mathematics. Almost all students achieve in relation to the school’s curriculum expectations in science.
Over the last two years, school information shows that all students achieve at or above the school’s curriculum expectations by the end of Year 8.
Almost all children achieve the school’s expectation in demonstrating as ‘Learner Characteristics’ which relate to the Key Competencies of the New Zealand Curriculum.
Children with additional needs participate in rich learning opportunities that provide appropriate support and challenge in a caring environment.
The school is highly effective in accelerating the learning of those students whose achievement needs acceleration.
Over the last three years, most students targeted in literacy intervention groups made more than expected progress and most reached their expected level.
As a result of targeted support, students who needed to make accelerated progress reach expected levels by the end of Year 8.
The school’s processes are highly effective in enabling equity and excellence.
There is strong pedagogical leadership clearly focused on ensuring ongoing improvement. Cohesive and coherent schoolwide systems and processes have enabled consistent and effective teaching practices. Teachers benefit from deep and focused professional development clearly aligned with school priorities and the specific needs of students. Highly effective and adaptive teaching practices are increasing student ownership of their learning and positive outcomes.
Together, leaders and teachers regularly analyse student achievement information. This analysed information supports the board to make well informed decisions. There are strong collaborative evaluation, inquiry and knowledge building processes and practices. These systems enable leaders and teachers to provide consistently high quality, effective learning opportunities focused on the wellbeing and learning of students.
The board of trustees and leaders promote a culture of high trust and collaboration within the school and wider community. This culture enables collective ownership of outcomes for students. Trustees, leaders and teachers have built strong learning centred relationships with parents and whānau. They value the expertise and contribution of the wider community in the life of the school. Together they engage and support students and their families with responsive and individualised approaches.
Students with additional needs participate in rich learning opportunities that provide appropriate support and challenge in a caring environment that supports their wellbeing and achievement. These students continue to benefit from a positive nurturing environment where their learning is enriched.
Students experience a curriculum that is highly responsive to their strengths, needs and interests. They benefit from a rich localised curriculum that provides authentic learning contexts within and beyond the school. Leaders and teachers plan and meaningfully integrate aspects of te ao Māori within the school. The school’s learner characteristics provide a useful framework for students to develop an understanding of themselves as effective and successful learners. Students learn in a caring and inclusive environment where they have voice and choice in the design and implementation of their learning programmes.
School leaders have identified, and ERO’s evaluation confirms, that all staff need to continue to engage in professional learning and development in specialist education. This will help to build collective capacity to implement teaching approaches specifically designed for students whose learning needs significant programme adaptation.
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:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Warepa School’s performance in achieving valued outcomes for its students is: Strong.
ERO’s Framework: Overall School Performance is available on ERO’s website.
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:
Dr Lesley Patterson
Director Review and Improvement Services Southern
Southern Region
22 August 2019
| Location | South Otago |
| Ministry of Education profile number | 3861 |
| School type | Full Primary (Years 1 to 8) |
| School roll | 57 |
| Gender composition | Boys 33, Girls 24 |
| Ethnic composition | Māori 3 NZ European/Pākehā 49 Other ethnicities 5 |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | June 2019 |
| Date of this report | 22 August 2019 |
| Most recent ERO reports | Education Review April 2016 Education Review April 2013 Education Review June 2009 |