Kaikohe Intermediate

Kaikohe Intermediate

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within six months of the Education Review Office and Kaikohe Intermediate 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

Context 

Kaikohe Intermediate, Te Kura Takawaenga o Kaikohe, is located in the Northland town of Kaikohe and provides education in a bilingual setting for Year 7 and 8 students, most of whom are Māori of Ngāpuhi descent.

The school’s vision is ‘Mā te Aroha Ka Puawai Ngā Mokopuna, Ka ora te Iwi, Ka Anga i Ngā Tapuwae o Ngā Uri o Rahiri”- through love, compassion and support, our children will flourish, our whānau are well, our kura will follow the footsteps of our ancestor Rahiri. The vision, together with the school’s values of arohatia te reo, tikanga, manaakitanga and kaitiakitanga, convey the school’s intent to promote children’s identity, language and culture through Ngāpuhitanga, iwi history and language. Kaikohe Intermediate School is a member of Te Arahura Kāhui Ako.

Kaikohe Intermediate’s strategic priorities for improving outcomes for learners are:

  • Ka puawai ngā mokopuna – promote Te Tika o Ngāpuhi

  • Ka ora te iwi –to know and be able to use the language of learning and for kaiako to deliver quality learning opportunities

  • Ka anga I ngā tapuwae o ngā uri o Rahiri – use student achievement data and evidence deliberately to inform teacher practice.

You can find a copy of the school’s strategic and annual plan on Kaikohe Intermediate’s website.

ERO and the school are working together to evaluate initiatives that promote the success of Māori as Māori.

The rationale for selecting this evaluation is: 

  • kaiako are taking part in professional learning and development that is specifically focussed on raising Māori achievement

  • the promotion of Ngāpuhitanga is a strategic goal for the school and Te Arahura Kāhui Ako.

The school expects to see

  • ākonga who display mana and feel well connected to their language, identity and culture

  • the deliberate use of information about ākonga engagement, wellbeing and achievement in kaiako planning and teaching

  • consistent and ākonga-focussed kaiako practice across the school that promotes improved achievement.

Strengths

The school can draw from the following strengths in its goal to evaluate initiatives that promote the success of Māori as Māori.

  • ākonga are supported to achieve success with a strong secure sense of their identity through learning of and through te reo o Ngāpuhi me ona tikanga, whakapapa and histories

  • kaiako are committed to developing their knowledge and skills to be highly effective and culturally responsive facilitators of learning

  • leaders are committed to professional learning that upholds the school’s values and vision to develop cultural citizenship and Ngāpuhitanga

  • the school has well-established connections and relationships with Māori whānau, hapu and iwi to support ākonga learning and outcomes.

Where to next?

Moving forward, the school will prioritise:

  • further professional development opportunities which specifically focus on Māori success and achievement

  • strengthening engagement and transition initiatives which promote wellbeing and regular attendance at school

  • continuing to develop the eight term Marau a Kura to support a streamlined learning experience for ākonga during their time at Te Kura Takawaenga o Kaikohe

  • kaiako and leaders using information about ākonga engagement, wellbeing and achievement to evaluate the success of initiatives.

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.

Shelley Booysen
Director of Schools

26 July 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Kaikohe Intermediate

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of March 2023, the Kaikohe Intermediate School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Kaikohe Intermediate, 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.

Shelley Booysen
Director of Schools

26 July 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Kaikohe Intermediate - 11/09/2018

School Context

Kaikohe Intermediate, Te Kura Takawaenga o Kaikohe, located in the Northland town of Kaikohe provides education in a bilingual setting for Year 7 and 8 children. The school has a roll of 139 students and almost all of them and staff, are Māori and most are of Ngāpuhi descent.

The school’s vision is ‘Ma te Aroha Ka Puawai Ngā Mokopuna, Ka ora te Iwi, Ka Anga i Ngā Tapuwae o Ngā Uri o Rahiri’. This, together with the school’s values of arohatia te reo, tikanga, manaakitanga and kaitiakitanga, convey the school’s intent to promote children’s identity, language and culture through Ngāpuhitanga, iwi history and language. The vision and values were developed in consultation with whānau, hapū and iwi. They underpin the school’s curriculum framework ‘Te Herenga o te Aroha’.

Since ERO’s 2016 review, the commissioner who was in place at that time, and the principal who was appointed at the beginning of 2016, have led the development of the school. This has included creating a new strategic plan and policy framework as well as improvements to the learning environment and the school’s financial position. The commissioner has also managed the transition of school governance back to an elected board of trustees.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics in relation to the levels of The New Zealand Curriculum

  • student engagement and wellbeing information such as attendance and pastoral interventions

  • outcomes related to student success in sporting and cultural areas.

Kaikohe Intermediate is a member of Te Arahura Kāhui Ako|Community of Learning (CoL).

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is working towards achieving equitable and excellent outcomes for all of its students. School leaders’ priorities for the past two years have focused on providing a settled teaching and learning environment conducive to student learning and wellbeing. Building a culturally responsive and relevant curriculum has been an additional focus.

Over the past two years schoolwide achievement reports show there has been some progress in raising students’ achievement in reading. Progress in lifting their achievement in writing and mathematics over this period has been less successful with most students remaining below curriculum expectations at the end of Year 8. Girls overall achieved higher than boys in all learning areas with the disparity for boys most apparent in writing.

However, the school’s most recent reports to the board show some improved levels of achievement, particularly in writing. While it is too early to know if these improvements will be sustained, there are better strategies in place for classroom teachers and leaders to identify and monitor the progress of those students who are most at risk of underachieving.

This year’s improvements in achievement need to be complemented by more effective use of data schoolwide to evaluate how well students’ learning progress is being accelerated. In addition, teachers need to develop strategies that are targeted on lifting the overall achievement of boys.

The most highly valued student outcomes in this school relate to learning te reo me ngā tikanga o Ngapuhi. Trustees and staff acknowledge the increasing levels of student achievement in this area and the leadership, excellence and success of students in cultural aspects of Ngāpuhitanga.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Almost all students are Māori and the findings noted in the previous section of this report are applicable.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The school charter, vision and values provide a clear, shared direction for the school as it moves forward. They acknowledge whānau, hapū and iwi aspirations for their tamariki/mokopuna in relation to their identity, language and culture as Ngāpuhi.

The vision and values underpin the school curriculum, culture, practices and valued outcomes for ākonga/learners. Positive relationships that support learning are evident in classrooms. Students experience a curriculum that is centred on local and iwi-relevant learning contexts and draws from both The New Zealand Curriculum and Te Marautanga o Aotearoa. The values of manaakitanga and whanaungatanga and the importance of connectedness through whakapapa also support the promotion of a caring environment conducive to their learning and wellbeing.

The work toward realising the school vision is supported by positive, productive relationships between trustees, leaders and staff. They have a shared commitment to developing the potential of ākonga/learners in an authentic, bicultural learning environment. The commissioner and principal’s capable stewardship, which has steered the school to a more stable, sustainable position, is acknowledged and valued by the new board, appointed in October 2017.

The leadership of the principal is a significant factor in the recovery of the school. Her strategic leadership has positioned the school well to make changes that more effectively improve student outcomes across the curriculum. The board is strongly supportive of the school’s leadership and direction. The principal has a strong commitment to developing a school that is valued by, and responsive to, the community and promotes the success of the tamariki/mokopuna of Ngāpuhi.

Greater sharing of the leadership of learning, with the recent appointment of a deputy principal with curriculum leadership responsibilities, supports ongoing improvements. Other staff are also leading curriculum innovations. As a result, there is an openness to new approaches in order to achieve better outcomes for ākonga/learners. School leaders and staff also collaborate well on new teaching and learning initiatives which have included a project based learning (PBL) curriculum approach.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Further developments are needed in assessment, teachers’ use of achievement data and the analysis, reporting and evaluation of student data schoolwide. This would help leaders and teachers to accurately assess, inquire into, and evaluate the effectiveness of their actions to accelerate learners’ progress. It would also help to ensure that the information reported enables teachers, leaders and trustees to gauge the overall effectiveness of the school’s strategies and interventions to raise achievement. As a first step, leaders and teachers should clarify what constitutes accelerated progress for students, particularly in reading, writing and mathematics.

As leaders and teachers continue to develop programmes and teaching practices to deliver the school’s curriculum they should continue to build their knowledge of curriculum areas. In particular they should focus on the areas of literacy and mathematics and effective strategies to accelerate students’ progress and learning. It would also be useful for them to develop and document shared understandings about effective teaching and learning practices and to embed these consistently across the school.

The new board has had some initial guidance and training for its stewardship role. It is timely for trustees to now undertake further personalised training to increase the board’s collective capacity. This is likely to help the board carry out its stewardship role including internal evaluation to ensure continuous improvement in student outcomes.

3 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
  • finance
  • 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.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • its shared vision and values that reflect community aspirations and guide the curriculum provided for the ākonga/learners of Kaikohe Intermediate

  • the positive relationships and culture of collaboration between trustees, leaders, teachers and the community

  • strategic leadership that gives priority to providing a school culture with a shared focus on improving learning outcomes for ākonga/learners.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • increasing the sense of urgency and focus on raising student achievement through more targeted planning to accelerate learning
    [ERO will monitor and discuss progress with the school]
  • developing teaching and learning strategies that more effectively accelerate student learning
  • improving the use of internal evaluation processes and practices to continually improve outcomes for ākonga/learners
    [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO recommends that the school seek support from the New Zealand School Trustees Association in order to bring about improvements in stewardship capability, and collective capacity.

ERO’s next external evaluation process and timing

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

Violet Tu’uga Stevenson

Director Review and Improvement Services (Acting)

Te Tai Raki - Northern Region

11 September 2018

About the school

Location

Kaikohe, Northland

Ministry of Education profile number

1022

School type

Intermediate (Year 7 to 8)

School roll

139

Gender composition

Boys 55% Girls 45%

Ethnic composition

Māori Pākehā

99% 1%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

Yes

Number of Māori medium classes

5

Total number of students in Māori medium (MME)

0

Total number of students in Māori language in English medium (MLE)

139

Number of students in Level 1 MME

0

Number of students in Level 2 MME

0

Number of students in Level 3 MLE

139

Number of students in Level 4a MLE

0

Number of students in Level 4b MLE

0

Number of students in Level 5 MLE

0

Review team on site

August 2018

Date of this report

11 September 2018

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2016

February 2013

September 2009

 

Kaikohe Intermediate - 13/07/2016

Findings

Kaikohe Intermediate School is undergoing a process of systematic change under the leadership of an experienced principal appointed through the MoE’s PRA initiative. These changes are beginning to move the school to a position where developments aimed at improving outcomes for students can be sustained.

ERO has terminated its current longitudinal review of the school to provide information to support the PRA improvement initiative. 

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

1 Background and Context

What is the background and context for this school’s review?

Kaikohe Intermediate caters for Year 7 and 8 students from the Northland township of Kaikohe. Almost all students and staff are Māori, and most are of Ngā Puhi descent. The school curriculum promotes student pride and belonging through Ngāpuhitanga, iwi history, language and culture.

ERO’s 2013 review of the school identified areas of concern in teaching and learning, curriculum and personnel management, and school governance. Student achievement, reported against National Standards, was significantly below expectations.

ERO’s 2013 report recommended that the Ministry of Education (MoE) provide support for the board of trustees and the newly appointed principal to assist with school improvements focused on lifting student achievement. A Limited Statutory Manager (LSM) was appointed in August 2013 to assist the board and principal.

ERO engaged with the school though a longitudinal review process that commenced in May 2013. The board and ERO agreed priorities for school review and development included improving the quality of teaching and learning, and strengthening school management and governance operations. The board and school leaders also gave priority to increasing whānau and iwi engagement.

During 2013 and early 2014 three visits by ERO to the school indicated some progress with teaching, learning and curriculum development, as well as with the ongoing review of school policies and procedures. However, relationships between the board and school leaders, as well as with the LSM, became increasingly strained. Shortly before an ERO visit in May 2014, a new LSM was appointed.

In late May 2014 the MoE replaced the board with a commissioner, formerly the LSM. The commissioner carried out a review of the school’s performance focusing on personnel, finance, and health and safety governance responsibilities. The review identified serious issues that impeded school progress and created financial risk for the school.

When ERO visited in November 2014 it was apparent that the commissioner was beginning to address concerns about the principal’s leadership. In early 2015 the principal resigned. An acting principal was appointed to lead the school until a new principal was appointed. This was a time of considerable leadership instability for the school. ERO decided not to continue to engage with the school through the longitudinal review over this period as time was required to put in place new leadership.

The present principal commenced her role at the school at the beginning of 2016. She was appointed under the MoE Principal Recruitment Allowance (PRA) initiative, designed to provide experienced principal leadership to schools experiencing ongoing performance issues. In these situations ERO terminates any existing longitudinal review process and provides information to inform the principal’s strategic planning for school improvement. This report summarises progress against the review and development priorities at the termination of ERO’s review.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development
  • developing the school’s curriculum
  • implementing the National Standards, including reporting to parents in plain language
  • addressing the learning needs of students who are not achieving
  • strengthening school governance and management systems
  • providing a safe environment
  • increasing whānau and iwi engagement.
Progress

From early 2013 school leaders and teachers, with the support of external professional learning and development (PLD) providers, developed the use of National Standards for assessing and reporting student achievement in literacy and mathematics. This enabled the board to meet its obligations for reporting student achievement against the National Standards to students, parents and the MoE.

Achievement information reported since 2013 shows that the school has not been successful in raising student achievement. In 2013 and 2014 just over half the students achieved at or above the National Standard expectations in reading. This level of success in reading was not maintained in 2015. Only a small proportion of the students achieve at the National Standards in writing and mathematics.

In 2016 the school is commencing work to improve the quality and reliability of the National Standards assessments to provide a sound baseline for improvement initiatives. These initiatives include working with a MoE Student Achievement Function (SAF) facilitator and providing staff development through a Leadership and Assessment PLD contract. The PLD aims to improve the school-wide use of student achievement information and enable more targeted teaching of groups and individuals to accelerate progress.

The new principal is building on the existing school curriculum framework, Mā te Iwi, to develop a meaningful iwi-based curriculum that fulfils the school's mission of success for students that uplifts them and their whānau, hapū and iwi. Community, staff and students are involved in the principal’s collaborative approach to curriculum development.

The principal is also working with staff to clarify expectations for teaching and learning, and with both staff and students to develop school routines and expectations that are clear and consistently implemented. An indication of the improved tone in the school is the significant decrease in the number of student stand downs and suspensions in the first term of this year compared with the previous year’s levels.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

After an unsettling period for the school, the principal, with support from the commissioner, is leading a systematic change process that is moving the school to a more sustainable position. This includes embedding systems to provide a more settled, productive learning environment and a managed use of school and external resources to support improvements.

The principal and commissioner have reviewed the school charter and strategic plan. Draft student achievement charter targets have been set. These will be reviewed as a more reliable student achievement baseline is developed. They are also working to update school policies and procedures to meet new health and safety requirements, as well as incorporating changes resulting from review of school practices.

The good working relationship between the commissioner and the principal is providing a stable governance structure to move the school into a more viable position. The MoE continues to review the need for the intervention and, when improvements are embedded, should set out a process to return the school governance to a board of trustees.

Board assurance on legal requirements

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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

Kaikohe Intermediate School is undergoing a process of systematic change under the leadership of an experienced principal appointed through the MoE’s PRA initiative. These changes are beginning to move the school to a position where developments aimed at improving outcomes for students can be sustained.

ERO has terminated its current longitudinal review of the school to provide information to support the PRA improvement initiative.

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

Graham Randell

Deputy Chief Review Officer Northern

13 July 2016

About the School

Location

Kaikohe, Northland

Ministry of Education profile number

1022

School type

Intermediate (Years 7 to 8)

School roll

113

Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori

Pākehā

99%

1%

Review team on site

May 2016

Date of this report

13 July 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2013

September 2009

May 2007