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


Kaikohe, Northland

Ministry of Education profile number


School type

Intermediate (Year 7 to 8)

School roll


Gender composition

Boys 55% Girls 45%

Ethnic composition

Māori Pākehā

99% 1%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Number of Māori medium classes


Total number of students in Māori medium (MME)


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


Number of students in Level 1 MME


Number of students in Level 2 MME


Number of students in Level 3 MLE


Number of students in Level 4a MLE


Number of students in Level 4b MLE


Number of students in Level 5 MLE


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