Westlake Boys High School
Forrest Hill Road, Takapuna · Tāmaki Herenga Tāngata
Composite score
Latest ERO review
2019-05-30 · Steve Tanner, Northern Region
- Students achieving excellent outcomes in all senior school qualifications with sustained high levels over three years
- Māori and Pacific students achieving very high retention rates and success levels, with effective strategies accelerating learning in Years 9-10
- School well governed by experienced trustees working strategically with senior leaders in strong partnership
- High quality teaching practices evident with high expectations and effective assessment practices across the school
- Effective coordination of learning support for students with additional needs, making accelerated progress in NCEA
"Students are achieving excellent outcomes in all senior school qualifications. Longitudinal tracking shows that high levels of achievement have been sustained over time and that students' achievement is accelerated as they progress through school."
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Governance evolved from being 'well led' with a 'positive and effective working relationship' between trustees and headmaster (2014) to being characterized by 'stewardship' with 'experienced, capable governors and leaders working together in an effective partnership' (2019), with enhanced emphasis on robust scrutiny of information and strategic resource direction.
2014-06 → 2019-05 diff source
Māori student achievement improved across the school between 2014 and 2019. The 2014 report noted achievement was "above national levels" in Years 11-13 but identified a gap in Years 9-10 monitoring. By 2019, the school had successfully extended high achievement to Years 9-10, with "very high retention rates and success levels" and evidence that "most Māori students achieve very well in NCEA Levels 1 to 3 and University Entrance."
2014-06 → 2019-05 diff source
Both reports highlight strong achievement for Māori and Pacific students in senior years (11-13), but the 2019 report extends focus to Years 9-10, acknowledging "some disparity in achievement for Māori and Pacific students in Years 9 to 10" while implementing "effective strategies to accelerate their learning." The 2014 report emphasizes resource commitment and successful outcomes in senior years without addressing junior secondary equity gaps.
2014-06 → 2019-05 diff source
Both reports rate leadership as effective and the school as well placed, but the emphasis shifted. The 2014 report focused on the headmaster's individual modeling of care and concern, while the 2019 report emphasizes collaborative stewardship between experienced trustees and senior leaders working in partnership, suggesting a move toward more distributed, governance-focused leadership.
2014-06 → 2019-05 diff source
Achievement outcomes improved slightly from 2014 to 2019, with the score increasing from 88 to 90. The 2019 report emphasizes sustained high achievement over three years and accelerated progress across all year levels, whereas the 2014 report focused on increased NCEA endorsements and University Entrance success. Both reports highlight strong performance, but the later report demonstrates sustained excellence with evidence of longitudinal tracking.
2014-06 → 2019-05 diff source