Te Kamo Intermediate School

Kamo Intermediate

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 10 months of the Education Review Office and Kamo Intermediate working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. This timeframe was impacted by COVID Lockdowns. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz

Context 

Kamo Intermediate is a state school located in Kamo, Whangarei catering for Year 7 and Year 8 students.  Kamo Intermediate’s vision is ‘Together Building Tomorrow’.

Kamo Intermediate School’s strategic priorities for improving outcomes for learners are:

  • implementing innovative learning programmes that are responsive to all students’ strengths and needs  

  • students’ learning in meaningful and authentic contexts

  • providing a positive learning environment where students are confident, actively involved and inspired to succeed

  • continuing to strengthen partnerships with all community stakeholders.  

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

ERO and Kamo Intermediate are working together to evaluate to what extent the school’s pedagogical practices realise the school’s vision of ‘Together Building Tomorrow’. 

The rationale for selecting this evaluation is to:

  • determine the impact of current programmes and initiatives on ākonga outcomes 

  • further support all staff to deeply reflect on ‘what they are teaching’ and ‘how they are teaching,’ enabling them to be more adaptive in their practice 

  • facilitate targeted professional growth  

  • strengthen school-wide collaboration to achieve consistency of quality pedagogical practices throughout the school

  • influence the quality of teaching to achieve equitable outcomes for students.

The school expects to see as the result of the evaluation:            

  • students highly engaged in authentic, real life learning experiences

  • agentic, empowered, active learners

  • collaborative pedagogical practices that are culturally responsive and consistently implemented throughout the school

  • development of new innovations based on sound evaluation findings  

  • evaluation capability strengthened.

The school can draw from the following strengths to support the school in its evaluation:

  • a commitment by the leadership team and staff to generate new innovative teaching approaches to achieve equitable outcomes for all ākonga

  • adapting professional development priorities to support teachers to implement an authentic, localised curriculum based on sound pedagogical practices

  • a leadership team that is skilled at tailoring programmes to meet the strengths and needs of emerging adolescents. 

Where to next?

Moving forward, the school will prioritise:

  • modifying learning programmes from the analysis of mid-point evaluation data

  • continuing to undertake in-depth data analysis of priority and targeted learners to determine next steps

  • continuing to build a collaborative professional learning culture to support staff to implement sound pedagogical practices.

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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

23 September 2022 

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

Kamo Intermediate

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of May 2022, the Kamo Intermediate Board of Trustees 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 Kamo Intermediate 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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

23 September 2022 

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

Kamo Intermediate

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

Kamo Intermediate has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.  At the time of this review there are no international students attending the school, and no exchange students. 

The school provides quality education for International Students in an inclusive learning environment. Learning programmes are adapted to meet the students’ strengths and needs.  Small group tuition is tailored to support students to achieve. Students’ progress is carefully monitored, and families are kept well informed. 

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

23 September 2022 

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

Kamo Intermediate - 19/08/2016

Findings

Students at Kamo Intermediate School experience broad educational opportunities within purposeful and positive learning environments. The school’s inclusive culture and focus on students as individuals fosters their sense of belonging and engagement in learning. Staff cater effectively for intermediate-age students and promote their wellbeing, academic achievement and holistic success.

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

1 Context

What are the important features of this school that have an impact on student learning?

Kamo Intermediate School, located in Kamo, Whangarei, provides education for students in Years 7 and 8. Māori students represent forty percent of the roll, with Pākehā students accounting for most of the remaining roll. The school has experienced significant roll growth since 2013. Trustees and school leaders are currently working with the Ministry of Education (MoE) regarding property development to accommodate this ongoing growth.

Since the 2012 ERO review the school has had changes in leadership as a result of the retirement of a long-serving principal and leadership team. The current principal was appointed in 2013, and the two deputy principals in 2014. They are experienced leaders with a strong focus on improvement.

The board, leaders and teachers promote close links between student wellbeing and learning. Positive, respectful relationships contribute to students’ sense of belonging and pride in the school. The physical environment is well cared for and ‘enviro’ programmes are enjoyed by students. Students have many opportunities to contribute to the daily life of the school and to take on leadership roles.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement.

School leaders make good use of student achievement information to monitor the progress and achievement of all learners and to set school-wide targets to further raise achievement. Good processes are in place to identify students not achieving at expected levels. Well considered interventions and targeted programmes are provided for students requiring additional learning support.

Teachers use a range of assessment tools to gather data on student achievement, to inform teaching programmes and to make overall judgements about students’ progress and achievement. School leaders have recently reviewed the use of assessment tools to strengthen the reliability of data. They are continuing to explore ways of working with local primary and secondary schools to share and moderate achievement information, and to provide continuity in students’ learning.

Clear information about student achievement in relation to the National Standards is reported to the board. Trustees use this information well to make decisions related to achievement goals and resourcing.

School achievement information indicates that the majority of students achieve at or above the National Standard in reading and mathematics. A focus on mathematics teaching has resulted in improved achievement in that area. The school now has a focus on teaching practices to raise student achievement in writing. School leaders are setting clear targets and implementing deliberate actions to reduce the disparity in achievement between Māori and non-Māori learners.

Students are becoming increasingly involved in guiding and monitoring their own learning. Teachers use a range of strategies to encourage students’ understanding and ownership of their learning goals, progress and achievement. Extending existing good practices to further develop student ownership of learning is an area of ongoing development in the school. Particular next steps include:

  • deepening teacher inquiry into practice, including the documentation of inquiry processes
  • extending the ways in which teachers use available information to make judgements about student progress and achievement
  • embedding current good teaching and learning practices consistently across the school.

Students appreciate the strong learning and pastoral support they receive. The school has a systematic approach to this, providing a wide range of strategies at classroom level, in withdrawal programmes and from external agencies. School leaders are considering ways they can evaluate the effectiveness of strategies used in various support groups and use this information to empower classroom-based teaching and learning.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The Kamo Intermediate school curriculum promotes and supports student learning well.

School leaders regularly review and updatethe school curriculum. Curriculum documents provide clear guidance for teachers about coverage and delivery in the essential learning areas of
The New Zealand Curriculum (NZC). A wide range of learning opportunities is provided for students, including specialist programmes, opportunities for second language learning, and the development of information and communication technologies (ICT) skills. The after-school study centre provides additional support for student learning.

Students are highly engaged in their learning. They experience settled learning environments, participate confidently in classroom activities and are able to work independently and co‑operatively. The school’s “Channel K” and the school values (Respect, Integrity, Excellence, Diversity, Creativity, Innovation and Flexibility) are actively promoted and underpin all programmes and interactions. These values are well embedded in the school and contribute to its positive learning environment.

Teachers skilfully respond to the strengths and needs of emerging adolescent learners. They are developing an increasingly student-centred curriculum and processes that empower students to be self-directed learners. Good quality teaching practices promote students’ curiosity, thinking skills, independence and collaboration.

School leaders are implementing systems that promote teacher reflection and inquiry into practice. Well-considered professional development and improved appraisal processes support these practices and align with the strategic direction of the school.

Teachers provide many opportunities for student choice in learning and involvement in decision making. Programmes enable students to apply their learning in meaningful contexts within the school and the wider community. Students are confident learners who feel their voice is valued in the school. Good transition processes support students’ pathways into the school and on to secondary schooling.

How effectively does the school promote educational success for Māori, as Māori?

Māori students in the school are well engaged in learning, in school activities and in leadership roles. Recent development of kapa haka and pōwhiri is providing opportunities for Māori students to be proud of their language, culture and identity, while also promoting bicultural practices in the school.

School leaders have introduced a number of strategies to promote success for Māori learners. Teachers use Ministry of Education (MoE) resources and collaborative approaches to help them include bicultural perspectives in their programmes. They are increasingly incorporating turangawaewae knowledge into curriculum and practices. Local iwi are involved in a school programme to support Māori students whose learning and achievement needs to be accelerated. Leaders are now considering ways in which they could extend this experience to all Māori students.

A specialist teacher of te reo Māori has been appointed to support students and teachers. School leaders are continuing to explore ways to increase opportunities for students to learn te reo me ngā tikanga Māori. Using current staff strengths and building all teachers’ confidence and capability in te reo me nga tikanga Māori would benefit Māori students, as well as encouraging all students to better understand and value New Zealand’s bicultural heritage.

School leaders, trustees and teachers value relationships with whānau. They have gathered whānau voice and input into school policy and learning programmes. Further promoting reciprocal relationships with parents and whānau of Māori students is a priority for the board and school leaders.

The school is becoming more deliberate and strategic in promoting success for Māori learners. Trustees and leaders could now more formally evaluate the school’s effectiveness in promoting educational success for Māori, as Māori. Reference to school charter goals and relevant policies, and to MoE and other evaluation resources, would provide useful frameworks to guide this review and development.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

Governance capability has been strengthened in recent years. Long serving trustees have a good understanding of governance and management roles. This expertise and good board processes should support the induction of new trustees. ERO endorses the board’s commitment to reviewing governance skills and accessing training and support to further build individual and collective capability.

A new framework for policies and procedures has been established. These now meet current requirements, reflect school practices and provide clarity to guide governance and school operations. Processes for regular policy review are in place. The school charter and strategic plans have been improved. Trustees agree that they could now develop more formal processes to record their ongoing review against annual goals and targets.

Improved reporting and effective quality assurance processes are enabling a more strategic approach to decision-making. The board has a clear focus on student achievement and invests in resources and personnel to support school direction and student success.

The experienced leadership team shares a strong vision and direction for the school. They are developing a culture of reflection and improvement supported by effective systems. Relational trust between staff is providing a good foundation for this developing culture of collaboration and inquiry. The leadership team has a good understanding of the school’s strengths, challenges, opportunities and potential. They are managing change strategically. It would be timely now to review the pace and impact of developments to ensure these are being consolidated with clarity of purpose, shared understanding and collective ownership.

School leaders and trustees use information from parents, whānau, staff and students to inform strategic decisions. They are continuing to trial strategies to further improve communication and consultation. In particular, trustees plan to increase learning-focused partnerships with families/whānau and better monitor board responsiveness to feedback.

To support sustainability and ongoing improvement trustees and school leaders agree that they should:

  • improve the documentation of some governance processes to support induction, succession and sustainability of good practices
  • extend ways of communicating and consulting with groups within the school community
  • develop a systematic approach to staff induction
  • evaluate change initiatives to ensure these are manageable, cohesive and coherent
  • continue to refine and strengthen internal evaluation.

Provision for international students

Kamo Intermediate School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. Systems are in place to monitor compliance with the Code, provide an appropriate education programme, and integrate international students into the life of the school. No international students were enrolled at the time of the ERO review.

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

Students at Kamo Intermediate School experience broad educational opportunities within purposeful and positive learning environments. The school’s inclusive culture and focus on students as individuals fosters their sense of belonging and engagement in learning. Staff cater effectively for intermediate-age students and promote their wellbeing, academic achievement and holistic success.

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

Graham Randell
Deputy Chief Review Officer Northern

19 August 2016

About the School 

Location

Kamo, Whangarei

Ministry of Education profile number

1029

School type

Intermediate (Years 7 to 8)

School roll

671

Number of international students

0

Gender composition

Girls       51%
Boys      49%

Ethnic composition

Māori
Pākehā
Pacific
Asian
other

40%
55%
  1%
  2%
  2%

Review team on site

June 2016

Date of this report

19 August 2016

Most recent ERO report(s)

Education Review
Education Review
Supplementary Review

August 2012
January 2009
March 2006