Kai Iwi School - 30/04/2014

1 Context

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

Kai Iwi School is a full primary school located approximately 10 kilometres northwest of Whanganui, in a small rural community. At the time of the review, there were 80 students on the roll. Approximately 30% are Māori.

The school benefits from a high level of parent and community support. Students enjoy regular experiences outside the classroom and across the wider district. They have many opportunities to develop skills and build on their learning in a spacious and well-maintained school environment.

The principal and a junior room teacher are new to the school since the March 2011 ERO report. There have been changes to the Board of Trustees. External training has supported trustees in their governance role. These training opportunities are ongoing.

The school values, collaboratively developed with its community, are represented as respect, resilience and responsibility. A positive school tone is evident.

2 Learning

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

Leaders and teachers effectively target specific groups of students and individuals to raise achievement. Teachers use a range of comprehensive planning and reporting processes that are focused on identifying and responding to students’ needs.

The school reports that most students achieve at or above, in relation to the National Standards, in reading, writing, and mathematics. Māori student achievement is lower than other learners in the school in writing and mathematics.

Student achievement information is well used by the principal, trustees and teachers to

  • identify trends and patterns and set appropriate targets for improvement
  • monitor student progress
  • report and record progress and achievement to parents.

3 Curriculum

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

The school’s curriculum is effective in supporting good levels of achievement and progress. The current curriculum and assessment handbook adequately provides direction for the school.

The principal and leaders have identified, and ERO affirms, that this curriculum foundation should be used to ensure the planned review better reflects the school, its context and community. This includes:

  • reflecting the aspects of practice and strategies that are effectively raising achievement
  • a vision of success for Māori learners
  • making wider use of current research and good practice
  • developing indicators of success that would assist the ongoing review of curriculum effectiveness.

Students are confident, engaged, and motivated. Teachers use a wide range of very effective practices that focus and engage students well in their learning. They purposefully support students to practise skills independently and in groups. Students are well informed about what they are learning, their next steps, and how they can achieve these. Staff have a strong focus on promoting positive relationships with students.

Teachers and leaders are refining how they reflect on and review the effectiveness of teaching practice. ERO affirms this direction.

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

Building positive relationships with families and whānau has been a priority of leaders, teachers and the board. An ongoing priority is developing links with mana whenua, Ngaa Rauru.

Opportunities for Māori students to have leadership roles across the school are evident.

Teachers continue to promote opportunities for language, culture and identity to be valued and supported. Maintaining and strengthening relationships with iwi, are next steps.

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. The board’s targets and strategic planning are clearly linked to raising student achievement. Trustees support teachers’ involvement in professional development that aligns to school focuses.

Trustees proactively develop their understanding of roles and responsibilities and increasingly use evidence to decide priorities and target improvements.

The principal provides effective leadership and clear direction for the school. Significant work has occurred to develop school wide systems and processes to support school operations. Change processes are well considered and thoughtful. Leadership focuses on raising student achievement, promoting improvements to teaching and learning and developing effective partnerships with the community.

Planned developments to the appraisal process to include Tātaiako: Cultural Competencies for Teachers of Māori Learners, align with the school’s priorities and future direction.

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.

When is ERO likely to review the school again?

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

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About the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Girls 34, Boys 46

Ethnic composition


NZ European/Pākehā







Review team on site

March 2014

Date of this report

30 April 2014

Most recent ERO report(s)

Supplementary Review

Education Review

Supplementary Review

March 2011

November 2009

May 2006