Kaimai School - 15/06/2015


The experienced and knowledgeable principal is providing clear school direction and detailed documentation for school operations. Students are well engaged and experience success in a wide range of academic, sporting and cultural activities. An effective partnership with parents and the school’s community supports a positive learning environment.

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?

Kaimai School is located west of Tauranga City and provides education for students from Years 1 to 8. The school is situated on expansive and attractive grounds with a wide range of sporting facilities. The school roll is 60 students, including six who identify as Māori.

The experienced principal continues to provide professional leadership for the staff, board and community. There is currently an acting deputy principal, and two teachers appointed since the previous ERO review. A new board chairperson and a good mix of new and experienced trustees govern the school in the best interests of the students.

Since the previous ERO review there has been a change in staffing and a reduction in the roll related to regional demographics. The school now operates three multi-level classrooms, including a digital class in the senior area. A friendly and inclusive school culture provides students with a wide range of opportunities for students to participate and experience success. Recommendations in the previous ERO report related to students taking responsibility for their learning and te reo and tikanga Māori still remain areas for further development.

Students learn in a safe and settled environment that is characterised by positive relationships amongst teachers, students and their peers. There is a family-oriented culture and strong community support.

2 Learning

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

Teachers are effectively using assessment data to inform programme planning. This information is used to group students, particularly in literacy and mathematics, and to identify those requiring additional support or extension.

The school’s achievement information for 2014 about reading, writing and mathematics indicates that a high proportion of students, including Māori, are achieving at or above National Standards. Most students are making significant progress in these curriculum areas. The 2014 achievement target related to improving those students below or well below in mathematics was not achieved. Staff changes and itinerant students affected the overall result. Useful processes have been developed that support teachers to make reliable judgements in relation to the National Standards.

Teachers are providing stimulating and well-organised learning environments. Classrooms are well resourced and learning areas are designed to allow students to work individually or in group situations. Students are motivated and eager to learn in calm, focused classroom environments. The development of a school-wide approach to students taking responsibility for their learning should strengthen their ability to become independent learners.

The board regularly receives analysed student achievement information in reading, writing and mathematics. They use this data to make informed decisions about programme resourcing including the provision of additional support programmes.

Staff have established positive and respectful relationships with students, parents and the wider community. Students are engaging, progressing and achieving well.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. There is an appropriate emphasis on literacy and mathematics and an increasing use of e-learning tools and strategies to enhance learning. Currently there is an emphasis on creativity, the arts and science. Students are engaged in stimulating and relevant learning programmes. They have opportunities to participate in a broad range of learning experiences within and beyond the school environment.

High levels of student engagement are evident. Classrooms are well resourced, stimulating and supportive of learning. Teachers are effectively using assessment information to provide relevant and challenging classroom programmes. They know students well and value individual contributions to class discussions. Positive, mutually respectful teacher/student interactions are contributing to settled learning environments. Students benefit from a wide range of learning opportunities and experience success in a wide range of sporting and cultural activities.

School values are highly visible throughout the school. Parents are well informed about their children’s progress and achievement through regular reports and teacher/parent meetings.

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

Māori students are actively engaged in their learning and achieving well. Teachers have been involved in professional development, and a tutor teacher provides kapa haka instruction for all students once a week. The next step is to establish an implementation plan that sets out agreed expectations for integrating a sequential te reo and tikanga Māori programme across all levels of the school.

Overall, Māori students are achieving at all levels comparable with other students in relation to National Standards for reading, writing and mathematics.

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 due to the following key aspects:

  • the principal displays professional, collegial leadership and is well respected in the school community
  • there is a robust, strategic and effective approach to self review
  • trustees make appropriate decisions to allocate resources based on student achievement information and are focused on improving student outcomes and school improvement
  • community engagement and relationships provide a strong foundation for sustaining and improving student learning the school’s values, tone, climate, and culture.

It is important that the board of trustees further support the principal by:

  • sharing the roles and responsibilities of governance
  • providing a more effective performance management process for the teaching principal.
  • ERO and the principal agree that key next steps for the school are to strengthen performance management procedures that:
  • clearly define unit holders’ roles and responsibilities and evaluate their effectiveness
  • effectively monitor and enhance teaching practices that empower students understanding of their own learning
  • ensure the integration of te reo and tikanga Māori in classroom programmes.

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.


The experienced and knowledgeable principal is providing clear school direction and detailed documentation for school operations. Students are well engaged and experience success in a wide range of academic, sporting and cultural activities. An effective partnership with parents and the school’s community supports a positive learning environment.

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

Dale Bailey,

Deputy Chief Review Officer Northern,

15 June 2015

About the School


Kaimai, Bay of Plenty

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 33

Girls 27

Ethnic composition







Review team on site

April 2015

Date of this report

15 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2012

September 2009

July 2006