91 Chelmsford Street , Windsor, Invercargill
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.
Windsor North School is located in north Invercargill. It provides education for children in Years 1 to 6. The school’s vision statements are Learning for living - ako oranga and Be our best – kia pai rawa atu au.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Since the previous ERO report of March 2023, ERO and the school worked together to evaluate how effectively the school’s mathematics curriculum provided a coherent scope and sequence for curriculum progression.
The school expected to see:
A suite of tools for teachers to use to ignite learning and enhance student engagement in mathematics.
A better understanding of learners’ abilities in relation to the Framework of Learning Principles to identify opportunities to further improve learning outcomes and inform curriculum design.
Accelerated progress of capable learners to exceed achievement expectations in mathematics.
The greatest shift that occurred in response to the school’s action is the improved balance and coverage across the mathematics learning area. This has ensured students have sufficient opportunities to learn in number, algebra, geometry, measurement and statistics. Assessment information from each of these strands is now used well to identify a wider range of next learning steps for individual learners and inform school-wide curriculum decisions that focus on improving outcomes for learners.
The following findings are to inform the school’s future priorities for improvement.
| Most students are engaged, make good progress and achieve well. There is increasing equity between groups of learners. |
| Strategic and effective leadership drives continuous improvement for learners. |
| Learners benefit from high quality teaching and learning. |
| Key conditions that underpin successful schooling are well-aligned and embedded. |
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
Sharon Kelly
Acting Director of Schools
3 April 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of November 2024, the Windsor North School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Windsor North 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.
Sharon Kelly
Acting Director of Schools
3 April 2025
The Education Counts 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 Windsor North 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
Windsor North School is located in north Invercargill. It provides education for children in Years 1 – 6. A new principal has been recently appointed. Their vision statements are: Learning for living - ako oranga’ and ‘Be our best – kia pai rawa atu au.
Windsor North School’s strategic priorities for improving outcomes for learners are:
leaderful learning
collaborative connections
continued improvement.
You can find a copy of the school’s strategic and annual plan on Windsor North School’s website.
ERO and the school are working together to evaluate how effectively the school’s mathematics curriculum strengthens and develops learner agency.
The rationale for selecting this evaluation is that the school has developed a Framework of Learning Principles, which it wishes to refine and embed before evaluating its impact on learner agency within the context of the mathematics curriculum.
The school expects to see:
a suite of tools for teachers to use to ignite learning and enhance student engagement in mathematics
a better understanding of learners’ abilities in relation to the Framework of Learning Principles to identify opportunities to strengthen learner agency, improve learning outcomes and inform curriculum design
accelerated progress of capable learners to exceed achievement expectations in mathematics.
The school can draw from the following strengths to support its goal to evaluate how effectively the school’s mathematics curriculum strengthens and develops learner agency:
a leadership team, which implements strategic plans to enhance learning environments and curriculum design
highly skilled teachers, who respond well to the needs of learners
high expectations for excellent and equitable learning outcomes across the school.
Moving forward, the school will prioritise:
using coaching capabilities to further strengthen and build a team and whole school learner agency to ensure continuous improvement
teachers using the New Zealand Curriculum Refresh Progressions within mathematics to engage learners and develop their assessment capabilities through learner agency
engaging with whānau to better understand their aspirations and to develop cultural responsiveness within the Framework of Learning Principles and the wider curriculum.
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.
Kathy Lye
Director Review and Improvement Services (Acting, Southern)
Southern Region | Te Tai Tini
13 March 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of November 2021, the Windsor North School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Windsor North School Board of Trustees.
The next Board of Trustees 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.
Kathy Lye
Director Review and Improvement Services (Acting, Southern)
Southern Region | Te Tai Tini
13 March 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Students at Windsor North School achieve very well. Their learning is well supported by a rich curriculum. There are highly effective systems for ensuring all students’ needs, abilities and interests are met. Students’ learning is enhanced by a positive and settled school culture where high expectations pervade. The school is very well led and governed.
ERO is likely to carry out the next review in four-to-five years.
Windsor North is a large urban school for learners in Years 1 to 6. The school has a growing roll with an enrolment scheme. Several areas in the school have been modernised and refurbished as part of an ongoing plan.
Students learn in a positive school culture where there are high expectations for learning and achievement. Students are highly engaged in their learning and very respectful of each other and school staff.
The school communicates effectively with, and is well supported by parents and whānau. It has developed strong connections with the local community. Together they are providing opportunities to extend students’ learning.
Leaders and teachers are very knowledgeable about individual student's progress and achievement.
Since the last ERO review in 2012, a new principal and deputy principal have been appointed. The board has fully addressed the recommendations in the 2012 ERO report.
This school makes highly effective use of student achievement information to make positive changes to learners’ engagement, progress and achievement.
Most students (more than 85%) are achieving at or above the National Standards in reading, writing and mathematics. Trends over the last two to three years show achievement is continuing to improve. Students whose achievement is not at this level are quickly identified and given appropriate learning support. These students are targeted to make accelerated progress and their achievement is closely monitored.
Leaders closely analyse the data to determine what is working for students and what is not. Leaders and teachers use the school’s student-management system increasingly well to analyse student achievement information. All students’ achievement and progress is monitored and tracked over time. Trustees receive high quality information about student achievement and progress. This assures them that student achievement is being very well managed.
Very good use is made of student achievement information by:
Teachers’ assessment practices are becoming increasingly reliable and valid. Leaders have provided some useful guidelines, professional learning and frameworks to support consistency of assessment judgements.
Students have an awareness of their learning goals and what they need to do next to achieve them.
The school’s curriculum very effectively promotes and supports students’ learning.
The curriculum has a strong focus on literacy and mathematics learning. Students are provided with authentic and wide-ranging learning opportunities. Learning is based on an inquiry approach and is well supported by an increasing use of digital technology.
Leaders regularly evaluate how well the school’s curriculum is responding to the interests and needs of learners. They have developed a comprehensive review process that leads to clear recommendations and next steps.
Teachers follow detailed curriculum guidelines. These provide clear expectations for what students will learn, how they will be taught and criteria for the progress students are expected to make from year to year. This helps ensure students make appropriate progress through the school.
Teachers work well together. They collaboratively plan, develop units of work and share ideas. The recently developed framework for inquiry learning is an example of this.
Extensive use of digital technology for enhancing teaching and learning in literacy and mathematics is a school priority.
Support programmes for students who require more help are well developed and responsive to their needs. Students’ progress is well tracked and closely monitored each term. Regular reports to the board inform trustees about the effectiveness of programmes.
Leaders and teachers are placing a greater emphasis on meeting the needs, abilities and interests of capable students, by providing a wider range of extension and enrichment opportunities.
Students are very positive about their school, teachers and the wide range of learning opportunities, including sport and cultural activities.
The principal and teachers have a clear vision to move the school forward and are well placed to further integrate this vision into the curriculum. They agree that their next step is to make this vision more evident to the students and school community.
About 19% of the students identify as Māori. The majority of these students achieve very well.
Māori students experience aspects of their culture and language within classroom programmes and especially through inquiry learning where teachers plan a bicultural perspective. A kapa haka group represents the school within the local and wider community.
The school leaders gather the views of whānau and the Māori community in a variety of ways. They are developing further ways of improving their consultation processes.
ERO recommends, and the board agrees, that the school’s next step is to create a shared understanding of Māori success. This should include reviewing how well the school’s curriculum is supporting Māori language, culture and identity.
The school is very well placed to sustain and improve its performance.
The board and principal have developed a focused and coherent strategic plan to guide the future direction of the school. This is supported by detailed action plans which the board and principal monitor closely to track progress toward their goals.
Trustees are experienced and have an excellent knowledge of governance. They are well supported by a comprehensive policy and procedural framework. This includes an appropriate focus on review of their own performance. The board expects and receives well-analysed reports on student achievement and is proactive in making decisions that improve outcomes for learners.
The principal is strongly focused on leading and developing effective teacher practice. He has implemented a number of systems and processes to support this including:
Staff and school leaders told ERO that the introduction of these practices has been well managed. This has been achieved through well-paced consultation with staff and the collaborative development of guidelines and frameworks to support staff to make changes.
Together, the board and senior leadership team have high expectations for ongoing improvement and student success. They have created useful systems and processes throughout the school to meet these expectations.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Students at Windsor North School achieve very well. Their learning is well supported by a rich curriculum. There are highly effective systems for ensuring all students’ needs, abilities and interests are met. Students’ learning is enhanced by a positive and settled school culture where high expectations pervade. The school is very well led and governed.
ERO is likely to carry out the next review in four-to-five years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
30 November 2015
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Location |
Invercargill |
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Ministry of Education profile number |
3967 |
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School type |
Contributing (Years 1 to 6) |
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School roll |
322 |
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Gender composition |
Boys: 165 Girls: 157 |
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Ethnic composition |
Pākehā |
78% |
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Review team on site |
October 2015 |
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Date of this report |
30 November 2015 |
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Most recent ERO report(s) |
Education Review |
October 2012 |