Kairanga School - 26/04/2019

School Context

Kairanga School is a full primary school for children from Years 1 to Year 8. It is situated 10 kilometres from Palmerston North. At the time of review it had a roll of 162 students, including 19% Māori.

The school’s vision statement is to ‘build firm foundations for a lifetime of learning’, based on the core values of ‘integrity, respect, responsibility, perseverance, empathy, resilience and cooperation’.

The 2019 strategic plan prioritises ongoing improvement in student achievement across the curriculum. The driving charter goal is ‘to achieve success and growth for all.’

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 New Zealand Curriculum

  • progress in relation to intervention programmes

  • those with additional needs

  • social, cultural and sporting achievements

  • engagement and wellbeing.

Leadership has continued to remain stable at Kairanga School.

For leaders’ and teachers’ professional learning and development the focus areas in 2018 were writing and mathematics development. These continue to be prioritised in 2019.

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 achieves positive achievement outcomes for students. Data provided by the school, shows that most students achieve at or above curriculum expectations in reading, writing and mathematics. Girls continue to achieve more highly than boys in all three of these curriculum areas. End-of-year data for 2018, shows a closing of this gap in these areas between boys and girls. Rates of achievement for Māori are below their peers in reading, writing and mathematics.

Year 8 outcomes show most students leave Kairanga School achieving at or above expectation in all three curriculum areas.

Digital tools and resources are used appropriately to gather data pertaining to wellbeing and engagement for students. Leaders respond to this information thoughtfully and use it to strengthen learning relationships with students and whānau.

Clear, well defined systems and processes are in place to identify, respond and monitor progress of students with complex and additional health and/or learning needs. These students are well supported with a wide range of internal and external expertise. Specific literacy interventions show significant progress for the students involved in these specialised programmes.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is responding effectively to Māori and other children whose learning and achievement need acceleration. Data for 2018 shows, for those students who required acceleration, almost all students made expected progress with many in reading and some in writing showing acceleration. The data trajectory for these individual students over the past three years, using the school moderation tool data, indicates many should be achieving at and above curriculum expectation by the end of Year 8.

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?

Leadership has established clear and consistent expectations that promote a supportive and collaborative environment conducive to learning and wellbeing. Well embedded processes and practices promote, strengthen and sustain professional development to improve teaching. Goals are clearly established for teachers and leaders. The development of leadership is promoted and well supported.

Children learn in settled, inclusive classes. They are being supported to become self-managing learners. Robust processes are soundly implemented to identify, monitor and suitably respond to the achievement, social and emotional needs of students. Teachers use a range of effective teaching strategies and resources. There is an appropriate differentiation to meet student learning needs. Learning Assistants are used in purposeful ways to support achievement, engagement and social development.

The documented curriculum is specific in its guidance for teachers. It strongly reflects the school values and is aligned to the school’s focus on future learning skills. Students have opportunities to learn and experience a broad curriculum through an integrated inquiry framework. They are involved in a range of enrichment opportunities provided by their local and wider community. Student leadership is promoted for all Year 8 students and their leadership contributes positively to the school culture. The school identifies and draws on community expertise and resources to support students and their families during transition in and out of the school.

Internal review and inquiry is focused on building teacher capability and supporting leadership development. It promotes student outcomes in achievement, engagement and wellbeing. Both meaningfully contribute to ongoing school improvement. Professional development is individualised for professional growth but appropriately aligned to support school goals. A deliberate and systematic appraisal process includes opportunities for teachers and leaders to share their practice and learn from their colleagues.

Parents and whānau are welcomed and involved in school activities and experiences. A range of appropriate communication strategies and tools are used to engage and support whānau and families in their child’s learning. There is a strong focus through the learning opportunities and the use of community place and people to build connected, confident and actively involved learners.

Sound relationships are evident between the board, staff and parents and whānau. Equity for all students is prioritised through resourcing and provision of experiences. The board bring a variety of skills, have undertaken training and provide competent oversight of school operation. There is a strong focus on resourcing the school to maximise student outcomes. Trustees are proactive in attending to their particular governance responsibility.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

The school promotes a growing focus on cultural responsiveness. A consistent, schoolwide programme is being implemented to build teacher and student knowledge and understanding of te reo me ngā tikanga Māori. Connections with local iwi support the development and implementation of this programme. Continuing to embed this new knowledge and practice will further strengthen the development, and responsiveness, to culture, language and identity.

3 Other matters

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

4 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.

5 ERO’s overall judgement

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Kairanga School performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • leadership that is consistent in its vision for high achievement outcomes for all students
  • a culture of collaborative capability building that maintains high expectations for teaching and learning
  • inclusive practices that are responsive to student needs, promote their wellbeing and support their learning progress and success.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • sharpening current achievement targets to more clearly identify those students in need of acceleration and achieve equity for all groups in the school
  • continuing to build teacher knowledge of te reo Māori and understanding of tikanga Māori to support teachers to respond more effectively to students’ identity, language and culture.

Phillip Cowie

Director Review and Improvement Services Central Region

26 April 2019

About the school


Palmerston North

Ministry of Education profile number


School type

Full Primary

School roll


Gender composition

Male 56%, Female 44%

Ethnic composition

Māori 19%
Pākehā 74%
Other ethnic groups 7%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

February 2019

Date of this report

26 April 2019

Most recent ERO report(s)

Education Review May 2015
Education Review April 2012
Education Review February 2009