Kaitaia Abundant Life School - 16/11/2017


Of the 219 students on the roll, 64 percent are Māori children and 44 percent have NZ European/Pākehā heritage.Kaitaia Abundant Life School is a state integrated school for Year 1 to 13 students that is affiliated with the Kaitaia Abundant Life Church. Its curriculum upholds Christian principles and values.

Since the 2015 ERO external evaluation, the principal and board have actively promoted positive relationships in the school, and between the school and its community. They have built on the successful progress the school made in meeting the recommendations of the 2012 and 2015 ERO reports. Organisational restructuring has streamlined school operations and provided a more seamless educational pathway for students.

Well considered professional learning and development has helped teachers meet shared expectations and changes in school processes that are focused on improving learner outcomes.

How well is the school achieving equitable outcomes for all children?

Students are achieving very good educational outcomes. School performance focused on achieving equitable outcomes for all students, has been sustained over the past three years.

The school responds well to children whose learning and achievement need acceleration. Parity between Māori learners and the rest of the school has been maintained between 2014 and 2017.

The school values of “Faith, excellence and whanaungatanga” are very evident in the life of the school. They help support school processes that are focused on the achievement of equity and excellence. Leaders and teachers actively monitor and support any student who is at risk of not achieving.

Deepening internal evaluation that is focused on success for Māori learners as Māori, is a next step for the school.

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

Equity and excellence

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

Māori students in Years 1 to 8 achieve similarly to the rest of the school’s student population in reading and mathematics. They achieve at higher levels than their contemporaries in writing. There are seven Pacific children on the roll.

Children with additional learning requirements are supported well by the school’s inclusive practices. Their presence and contributions to the life of the school are valued. Each of these children’s achievement and progress is well monitored through collaboratively constructed and evaluated plans.

Student achievement at NCEA (National Certificate of Educational Achievement) Level 2 and 3 shows parity between Māori and non-Māori students. Percentages of students leaving school with at least Level 2 and 3 have increased for all groups of students. Levels of achievement are comparable to national levels and are above similar schools. There is a similar, positive pattern for vocational pathways.

Moderation of student progress and achievement in relation to the National Standards is robust. Further development in moderation is required in the senior school. The school agrees with New Zealand Qualifications Authority (NZQA) recommendations to strengthen moderation for NCEA assessment.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

A variety of school processes successfully enable achievement of equity and excellence.

Students learn in a deeply caring environment that respects them for their uniqueness. This caring and respect supports children to share confidently their ideas and opinions. Increasingly, students have opportunities to give direction to their learning.

Curriculum programmes are inclusive, and designed to enable all children, including those with additional learning needs, to participate and contribute. Parents have opportunities to be involved with their children’s learning.

Teachers continue to strengthen their practices by adapting and using approaches and strategies designed to make a difference for all learners. They openly reflect on and share best practice. Teachers’ engagement in professional learning communities across the school has resulted in evidence-based approaches that are focused on supporting students at risk of not achieving.

The principal’s very good leadership has re-established a positive culture that is founded on the importance of relationships. He has provided staff with clear expectations, and opportunities for staff to contribute to the school’s direction and development. The senior management team models collaborative decision-making, and places value on enhancing educationally powerful relationships.

The board is confident and capable in its stewardship role. It is committed to improving learning and wellbeing outcomes for all students. Trustees ensure that school policies and procedures guide and reflect school practices. They responsively resource programmes and teacher development to support students to have equitable opportunities to learn.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Building evaluation capability at all levels of the school will help enhance ways different voices contribute to sustaining school initiatives. A priority for the school is to extend its support for students’ language, culture and identity. Students can be better supported to contribute to their learning by identifying how well they are learning and their next steps.

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

  • 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.

Actions required

ERO identified non-compliance in relation to the appraisal of teaching staff for the issue and renewal of practising certificates. In order to address this the board must improve the school’s appraisal process to ensure Education Council requirements are met. [Part 31 Education Act 1989]

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • strengthen internal evaluation in order to support school initiatives aimed at improving outcomes for all students

  • embed teaching practices that support student leadership of their learning

  • develop a school curriculum that refers to the school’s location and the aspirations of the school community.

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

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

16 November 2017

About the school


Kaitaia, Northland

Ministry of Education profile number


School type

Composite (Years 1 to 15)

School roll


Gender composition

Boys 50% Girls 50%

Ethnic composition



Provision of Māori medium education


Review team on site

September 2017

Date of this report

16 November 2017

Most recent ERO report(s)

Education Review Education Review Education Review

May 2015
December 2012
June 2009