Kaiapoi North School - 18/10/2017


This school has a roll of 543 children. This includes 78 Māori children and a smaller number of Pacific children.

Since the 2014 ERO review the school roll has grown significantly. The school was part of the Accelerated Learning in Literacy (ALL) programme. It is now working with seven local schools in Kātote Kāhui Ako | Community of Learners (CoL) to address similar challenges and interests. The school has made good progress against some of the 2014 ERO recommendations. Some areas require ongoing work. These include strengthening the charter and targets to raise achievement and reduce in-school achievement disparities.

Over the last three years there has been little change in achievement levels in writing and mathematics against the National Standards (NS) and a slight drop in reading levels. School-wide achievement in the three areas is close to 70% of children at or above the expected standard.

How well is the school achieving equitable outcomes for all children?

Teachers are using effective strategies to respond to those Māori and other children who need to accelerate their achievement in literacy and mathematics.

The school has a caring and supportive culture and many effective practices that support children in their learning. The school is well managed and governed. Some school processes, especially at the strategic level, need strengthening in order to reduce in-school disparities in achievement. The school has a strong culture of inclusiveness and supporting the wellbeing needs of children.

ERO is likely to carry out the next review in three years.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

Teachers are using effective strategies to respond to Māori and other children who need to accelerate their achievement in literacy and mathematics. However, some school processes could be strengthened.

Close to 70% of children achieve at or above NS in reading, writing and mathematics. The achievement of boys, Māori and Pacific in reading and writing is lower in relation to NS. These patterns have continued over time.

This school’s valued learning outcomes are that children demonstrate the school values, develop ‘successful learner’ dispositions, have good self-management skills, and are digitally confident. ERO saw evidence that these valued outcomes are promoted and enacted through the school. The next step is for leaders to evaluate how new approaches to teaching and learning in the school, impact on children’s learning, progress and achievement.

The school has sound moderation practices that help teachers make reliable assessment judgements.

School conditions supporting equity and excellence

The school has a caring and supportive culture and many effective practices that support children to have equitable access to learning and do their best.

What school processes are effective in enabling achievement of equity and excellence?

Children learn in a positive and supportive environment where their successes are celebrated. Strong pastoral support is provided to enable children to be ready to learn. Children with additional needs are well supported and included.

Teachers know the children very well as individuals and as learners. Children who need extra help to succeed are quickly identified, given well-considered support and their progress is carefully monitored. All children receive constructive feedback about how to improve their learning. Leaders and teachers inform and involve parents as partners in their children’s learning

As children move through the school they increasingly reflect on their goals and learning, and assess their own work. They have increasing agency about where, when and how they learn, in flexible learning spaces. Digital technology is used well as a tool for teaching and learning and for children to share their learning with their parents.

Children benefit from a wide range of learning opportunities and experiences. The school ensures all children can participate in school activities. A comprehensive and future-focused review of the school’s values, vision and curriculum guidelines is almost complete. Since the 2014 ERO review, a greater valuing of Māori culture is evident.

Strong leadership supports teachers to build their professional capability. This includes relevant professional learning, and a robust, improvement-focused appraisal system. Effective use of staff strengths promotes distributed leadership. Innovation is encouraged and ongoing adaptation of teaching and learning approaches. Syndicate leaders provide strong leadership within their teams and across the school.

The school is well governed and managed. Trustees are well informed about school initiatives and developments. The school has a sound policy and procedure framework. Strategic priorities are clearly stated in the school’s long-term strategic plan.

Sustainable development for equity and excellence

Some school processes and practices need strengthening in order to lift school-wide achievement and reduce achievement disparities.

What further developments are needed in school processes to achieve equity and excellence?

Aspects of charter planning need strengthening. The annual plan does not include some of the key priorities that the school is focusing on. Leaders need to strengthen reporting against targets to show the amount of progress targeted children are making.

ERO and the school agree that continued work is needed to build teachers’ understanding of culturally responsive teaching practices and meaningful integration of te reo and te ao Māori into everyday learning.

Aspects of internal evaluation need strengthening. School leaders need to ensure regular review of different curriculum areas, new initiatives and developments in the school. This will help the board to be assured about curriculum provision and the impact of new developments on teaching and learning.

Board assurance on legal requirements

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:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to theEducation (Pastoral Care of International Students) Code of Practice 2016(the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there was one international student attending the school.

The school has reviewed and updated its policies and procedures in line with the new Code. The school is closely monitoring and supporting the pastoral care, integration and learning for its one international student.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and other learners remains.

Leaders and teachers:

  • know the learners whose progress and achievement need to be accelerated

  • need to improve some school systems to ensure the acceleration of children’s progress and achievement and address disparity.

The school agrees to:

  • develop more targeted planning to accelerate progress for learners

  • better monitor targeted planning, improved teaching, and learners’ progress

  • discuss the school’s progress with ERO.

ERO requests that the school send an action plan outlining how they will address the areas needing improvement in the areas outlined in the Sustainable Development section of this report.

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

ERO is likely to carry out the next review in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

18 October 2017

About the school



Ministry of Education profile number


School type

Full primary (Year 1-8)

School roll


Gender composition

Boys: 50.5 Girls 49.5

Ethnic composition

Pākehā 72%
Māori 15%
Pacific 5%
Other 8%

Provision of Māori medium education


Review team on site

August 2017

Date of this report

18 October 2017

Most recent ERO reports

May 2014

September 2010

June 2007