Kerikeri Primary School

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

1 Context

Kerikeri Primary caters for children in Years 1 to 6. Twenty eight percent of the children are Maori and a Māori bilingual unit, Te Whakatupuranga, continues to be a special feature of the school. Since the 2013 ERO review the school has experienced some significant changes in leadership and governance. This has included a period of time when a commissioner managed governance functions, followed by the appointment of a new principal in January 2015, and the election of a new board of trustees in May 2015.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are captured in the school's whakatauki, Mehemea ka moemoeā ahau, ko ahau anake, Mehemea ka moemoeā ā tātou, ka taea e tātou and the new vision, Inspiring learning - Lifelong learning and growth. This vision is underpinned by the new values-based programme, Koru Kids, which promotes equity and excellence for all. The values are incorporated by teachers in their daily curriculum to ensure that children, staff, whānau and families develop a shared understanding of them. Valued outcomes for all learners in this school community focus on learners:

  • engaging well in learning, taking responsibility for their personal learning and being critical thinkers and life-long learners
  • being confident in their own language, culture and identity, and accepting and celebrating cultural diversity
  • feeling confident, connected and resilient learners.

The school's achievement information shows that most children achieve at or above the National Standards in reading and mathematics. Many children also achieve well in writing, although overall success levels are a little below those for reading and mathematics. Data also shows there has been a lift in 2015 in reading and mathematics, while achievement in writing has remained steady over the last three years.

Māori student achievement information shows some improved outcomes over the past three years in relation to National Standards. A focus on writing in 2015 has resulted in improved achievement for Māori children in this learning area. School achievement information shows that Māori children achieve at similar levels across both Te Whakatupuranga and the mainstream classrooms.

School leaders and teachers closely track Māori learners who need to make accelerated progress. Information gathered shows that the school has had some success in accelerating the progress of these students, with an increased number of children achieving the appropriate National Standard in reading, writing and mathematics. School leaders have appropriately identified the need to investigate other ways to accelerate the achievement of Māori children in both Te Whakatupuranga and mainstream classes.

School achievement data also shows some gender-based differences, with the overall achievement of girls exceeding that of boys, particularly in writing. The school has set achievement targets to accelerate boys' writing progress and achievement. School leaders continue to focus on deliberate actions to reduce this disparity.

The school has a clear commitment to bilingual education. Since the 2013 ERO review, Te Whakatupuranga has extended its provision to include Year 0 to 2 children. Children in Te Whakatupuranga take pride in the recognition of te reo Māori me ōna tīkanga in this cultural setting. They proudly participate in school pōwhiri with older children leading karanga, waiata and haka.

Senior leaders have designed and implemented coherent plans and actions that support children's academic success. Developments have included:

  • the significant review and development of the school's vision, values, strategic plan and assessment systems and processes,
  • analysing children's learning needs and developing action plans to accelerate progress and achievement
  • providing professional development to increase teachers' understanding of acceleration and supporting them to inquire into the impact of their practice on children's achievement
  • planning short-term and long-term improvements that focus on building learning relationships with children, their families and whānau.

These initiatives are in the early stages of implementation.

3 Accelerating achievement

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

The school is responding increasingly well to Māori children whose learning and achievement need acceleration. External professional development for teachers is targeted to accelerate the progress and achievement in reading and writing for Māori boys.

The board of trustees has used Hautū: Māori Cultural Responsiveness Self Review Tool for Boards of Trustees, to make informed decisions and set clear directions for Māori education success. Charter targets and strategic goals prioritises raising Māori children's achievement.

Evidenced-based decision making, coherent improvement plans and a values-based curriculum help trustees and staff to maintain a clear focus on inclusiveness and the promotion of equitable outcomes for children. Systems and processes for identifying and responding to the learning needs of Māori children have been evaluated and strengthened. They result in accelerated progress for some of these students, in addition to increased engagement, attendance and whānau support.

An environment that values and supports their language, culture and identity supports success for Māori children. Tuakana/teina relationships bring older and younger children together, building a strong sense of whanaungatanga and belonging for Māori children. There has been a deliberate, planned approach to strengthening teachers' bicultural practices and whānau engagement.

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

The school is having some success in accelerating the learning and achievement of other children needing additional learning support. School achievement data indicates that 50 percent of these children make accelerated progress. Teachers' professional development has focused on integrating teachers' knowledge, skills and beliefs about acceleration and increasing their effectiveness in accelerating children's progress and achievement.

Teachers identify the numbers, names and learning needs of children who need to make accelerated progress. This information links with the board's strategic plan. The 2016 charter targets are clearly focused on acceleration. Teachers work in partnership with children, whānau and families when setting individual learning goals.

Leaders are building collective staff responsibility for accelerating student progress and achievement. There is an emphasis on the strategies teachers can use to accelerate progress. A collaborative inquiry approach provides teaching teams with opportunities to reflect on and change their practice. Increasing teachers' understanding of approaches is well supported through external professional development.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

The school's curriculum and organisational processes are becoming more effective in promoting equity and excellence for all children. The strategic plan provides a clear direction for achieving the school's vision, values, goals and priorities.

The new principal has developed coherent and connected action plans to set a new educational direction for the school through extensive internal evaluation. This development has included input from children, staff, trustees, whānau and parents.

The school's action plans indicate a well-considered commitment to accelerating learning, improving teacher practice and increasing learning centred relationships with families and whānau. ERO affirms the school’s new direction as both timely and necessary.

Positive developments are underway to review the school's curriculum supported by external expertise. The school is planning to develop a more connected, thinking curriculum which promotes children's ownership of learning. Digital learning technologies are integrated in teaching programmes and enrich children's learning opportunities. There is a strong emphasis on ensuring equity of access for all children.

Trustees, school leaders and staff have high expectations for all children to experience and celebrate success. Children benefit from a settled and positive school tone. They are confident and highly motivated. The school's active promotion and support for children's wellbeing impacts positively on their engagement and learning.

The principal is leading well-considered organisational change to improve student outcomes and teacher capability. He has worked collaboratively with others to promote a culture of evaluative inquiry for improvement. Strengthening the educational leadership capability of middle leaders is a long-term strategic response to build teacher capability and increase the school's professional and improvement-focused culture.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

Kerikeri Primary School has well documented improvement plans that aim to enable more students to achieve well. Trustees and school leaders recognise it is now timely to consolidate the new initiatives to ensure school-wide consistency of practices. Staff, children, whānau and families are developing a shared understanding for the urgency to improve outcomes for all students.

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

6 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 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendations

ERO recommends that the school continues to develop the internal evaluation systems and expertise required for trustees, leaders and teachers to review and report on how well new school systems and processes are impacting on students who need to make accelerated progress.

Graham Randell

Deputy Chief Review Officer Northern

13 June 2016 

About the school

Location

Kerikeri, Bay of Islands

Ministry of Education profile number

1034

School type

Contributing (Years 1 to 6)

School roll

556

Gender composition

Boys 55% Girls 45%

Ethnic composition

Pākehā

Māori

British/Irish

Pacific

other

61%

28%

4%

2%

5%

Special Features

Te Whakatupuranga Māori bilingual unit

Review team on site

April 2016

Date of this report

13 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2013

July 2010

May 2007

1 Context

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

Kerikeri Primary School, situated in the Bay of Islands, caters for students from Years 1 to 6. It enjoys good relationships with the local high school which is located across the road. The school has a positive ERO reporting history and continues the good practices noted in the 2007 and 2010 ERO reports.

Since ERO’s 2010 review the board and principal have focused on upgrading classroom environments and increased the provision for information communication technologies (ICT). Progress has been made with addressing the areas for improvement identified in 2010 ERO report. These were to do with the teaching of thinking skills and the school’s inquiry approach to teaching and learning.

The principal leads a focus on continual improvement. He is well supported by an enthusiastic senior management team and board of trustees. Positive, reciprocal relationships are evident across all levels of the school.

The board continues to have a commitment to bicultural and bilingual education and offers dual learning pathways for students. The two bilingual classrooms, known as Whakatipuranga, continue to offer good quality te reo and tikanga Māori bilingual programmes.

2 Learning

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

At board and senior management levels, student achievement information is used well to inform discussions about the number of students who are achieving at or above the National Standards. This information is used to set school targets and to prioritise programmes that support students who are not achieving at expected levels. The board and senior leaders now realise the importance of also using information about the progress of groups of students to make more informed decisions about resourcing.

Teachers use student achievement information to group students for instruction, and some teachers use student data well to inform their teaching. Senior managers agree that teachers could make better use of analysed achievement information. There could be more explicit teaching to address students' identified learning gaps and to guide students in setting directions for their own work.

School leaders have identified the need to more accurately assess and report to parents about children’s achievement after one, two and three years at school. Formal reports to parents are currently being refined to include information about how parents could support their children’s learning at home.

3 Curriculum

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

The school’s curriculum effectively supports and promotes student learning. The principal and teachers have developed an awareness of, and are committed to, the exciting potential of a student generated curriculum. This approach to curriculum was experienced by the senior classes in 2012. The senior management team and teachers have a shared understanding of the principles and values of The New Zealand Curriculum. They are aware of the importance of linking these principles and values to the school’s local context. Good use has been made of the local environment, resources and community.

Classrooms are focused learning environments. Good relationships are evident between teachers and students. The board is systematically upgrading classroom interiors and increasing ICT resourcing. In some classrooms these improvements are supporting student engagement and innovative teaching and learning practices.

Since the 2012 ERO review, teachers have focused on implementing a range of strategies to share the purpose of lessons with students. They have also focussed on giving students very clear written and verbal feedback about their learning.

School leaders acknowledge the need to promote further professional dialogue amongst teachers about increasing student-led learning. They are discussing ways to strengthen the school’s inquiry approach to teaching and learning to better encompass all curriculum areas.

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

Almost a third of students attending the school identify as Māori. Trustees and staff value the knowledge and contributions that these students and their whānau bring to the school.

The board is committed to ensuring that Māori perspectives are included in the charter and strategic plan, and are central to school decision making and the life of the school.

Māori students, both in the bilingual units and mainstream classes, are well engaged in learning activities at the school. They make a valuable contribution to the school focus on biculturalism.

The two bilingual units, known as Te Whakatupuranga, are increasing Māori children’s knowledge of tikanga and te reo Māori. Students are supported to take on leadership roles that are building pride in their heritage and their mana as successful Māori. Whānau are regularly consulted and meet with staff to discuss the programmes provided in the Whakatupuranga units.

School leaders have recognised the need to continue reviewing the achievement of Māori students and identify ways to further lift the achievement of Māori boys. It would be useful for school leaders to track the progress of Māori students, both in the mainstream and Te Whakatupuranga classrooms, in order to determine the effectiveness of these different programmes for Māori.

4 Sustainable Performance

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

Since the 2010 ERO report the school has refined its practices and developed systems that will help to sustain and further improve its performance.

The principal sets the direction for the school’s ongoing improvement. He is well supported by trustees and a cohesive senior management team with complementary skills. School leaders are committed to improving outcomes for all students.

Senior leaders and staff are reflective about programmes and activities. Self review across the school could be strengthened. In particular, it would be useful to use student achievement and progress data to better identify areas of priority and to note the impact over time of programmes or initiatives. School leaders recognise the benefit of using achievement data to inquire into the effectiveness of practice at student, teacher, management and governance levels.

While there are several leadership positions across the school, school leaders acknowledge the need to distribute leadership responsibilities more to teachers and to students.

The teacher performance appraisal process has been reviewed and changed several times. The current process would be further improved by making better links to student achievement data, the registered teacher criteria and the school charter.

With the new board elections this year, ERO suggests trustees undertake whole board professional development in order to grow their governance roles.

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.

In order to improve current practice the board of trustees should, through the principal, ensure that each teacher participates in the appraisal process at least once every twelve months. [State Sector Act 1988 (77C), Education Act 1989]

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services

Northern Region

18 June 2013

About the School

Location

Kerikeri, Bay of Islands

Ministry of Education profile number

1034

School type

Contributing (Years 1 to 6)

School roll

521

Gender composition

Boys 55%

Girls 45%

Ethnic composition

NZ European/Pākehā

Māori

Other European

African

Asian

Pacific

Other

60%

30%

4%

2%

1%

1%

2%

Special Features

Two Māori bilingual classes

Review team on site

March 2013

Date of this report

18 June 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2010

May 2007

February 2003