Kamo Intermediate - 19/08/2016


Students at Kamo Intermediate School experience broad educational opportunities within purposeful and positive learning environments. The school’s inclusive culture and focus on students as individuals fosters their sense of belonging and engagement in learning. Staff cater effectively for intermediate-age students and promote their wellbeing, academic achievement and holistic success.

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?

Kamo Intermediate School, located in Kamo, Whangarei, provides education for students in Years 7 and 8. Māori students represent forty percent of the roll, with Pākehā students accounting for most of the remaining roll. The school has experienced significant roll growth since 2013. Trustees and school leaders are currently working with the Ministry of Education (MoE) regarding property development to accommodate this ongoing growth.

Since the 2012 ERO review the school has had changes in leadership as a result of the retirement of a long-serving principal and leadership team. The current principal was appointed in 2013, and the two deputy principals in 2014. They are experienced leaders with a strong focus on improvement.

The board, leaders and teachers promote close links between student wellbeing and learning. Positive, respectful relationships contribute to students’ sense of belonging and pride in the school. The physical environment is well cared for and ‘enviro’ programmes are enjoyed by students. Students have many opportunities to contribute to the daily life of the school and to take on leadership roles.

2 Learning

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

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement.

School leaders make good use of student achievement information to monitor the progress and achievement of all learners and to set school-wide targets to further raise achievement. Good processes are in place to identify students not achieving at expected levels. Well considered interventions and targeted programmes are provided for students requiring additional learning support.

Teachers use a range of assessment tools to gather data on student achievement, to inform teaching programmes and to make overall judgements about students’ progress and achievement. School leaders have recently reviewed the use of assessment tools to strengthen the reliability of data. They are continuing to explore ways of working with local primary and secondary schools to share and moderate achievement information, and to provide continuity in students’ learning.

Clear information about student achievement in relation to the National Standards is reported to the board. Trustees use this information well to make decisions related to achievement goals and resourcing.

School achievement information indicates that the majority of students achieve at or above the National Standard in reading and mathematics. A focus on mathematics teaching has resulted in improved achievement in that area. The school now has a focus on teaching practices to raise student achievement in writing. School leaders are setting clear targets and implementing deliberate actions to reduce the disparity in achievement between Māori and non-Māori learners.

Students are becoming increasingly involved in guiding and monitoring their own learning. Teachers use a range of strategies to encourage students’ understanding and ownership of their learning goals, progress and achievement. Extending existing good practices to further develop student ownership of learning is an area of ongoing development in the school. Particular next steps include:

  • deepening teacher inquiry into practice, including the documentation of inquiry processes
  • extending the ways in which teachers use available information to make judgements about student progress and achievement
  • embedding current good teaching and learning practices consistently across the school.

Students appreciate the strong learning and pastoral support they receive. The school has a systematic approach to this, providing a wide range of strategies at classroom level, in withdrawal programmes and from external agencies. School leaders are considering ways they can evaluate the effectiveness of strategies used in various support groups and use this information to empower classroom-based teaching and learning.

3 Curriculum

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

The Kamo Intermediate school curriculum promotes and supports student learning well.

School leaders regularly review and updatethe school curriculum. Curriculum documents provide clear guidance for teachers about coverage and delivery in the essential learning areas of
The New Zealand Curriculum (NZC). A wide range of learning opportunities is provided for students, including specialist programmes, opportunities for second language learning, and the development of information and communication technologies (ICT) skills. The after-school study centre provides additional support for student learning.

Students are highly engaged in their learning. They experience settled learning environments, participate confidently in classroom activities and are able to work independently and co‑operatively. The school’s “Channel K” and the school values (Respect, Integrity, Excellence, Diversity, Creativity, Innovation and Flexibility) are actively promoted and underpin all programmes and interactions. These values are well embedded in the school and contribute to its positive learning environment.

Teachers skilfully respond to the strengths and needs of emerging adolescent learners. They are developing an increasingly student-centred curriculum and processes that empower students to be self-directed learners. Good quality teaching practices promote students’ curiosity, thinking skills, independence and collaboration.

School leaders are implementing systems that promote teacher reflection and inquiry into practice. Well-considered professional development and improved appraisal processes support these practices and align with the strategic direction of the school.

Teachers provide many opportunities for student choice in learning and involvement in decision making. Programmes enable students to apply their learning in meaningful contexts within the school and the wider community. Students are confident learners who feel their voice is valued in the school. Good transition processes support students’ pathways into the school and on to secondary schooling.

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

Māori students in the school are well engaged in learning, in school activities and in leadership roles. Recent development of kapa haka and pōwhiri is providing opportunities for Māori students to be proud of their language, culture and identity, while also promoting bicultural practices in the school.

School leaders have introduced a number of strategies to promote success for Māori learners. Teachers use Ministry of Education (MoE) resources and collaborative approaches to help them include bicultural perspectives in their programmes. They are increasingly incorporating turangawaewae knowledge into curriculum and practices. Local iwi are involved in a school programme to support Māori students whose learning and achievement needs to be accelerated. Leaders are now considering ways in which they could extend this experience to all Māori students.

A specialist teacher of te reo Māori has been appointed to support students and teachers. School leaders are continuing to explore ways to increase opportunities for students to learn te reo me ngā tikanga Māori. Using current staff strengths and building all teachers’ confidence and capability in te reo me nga tikanga Māori would benefit Māori students, as well as encouraging all students to better understand and value New Zealand’s bicultural heritage.

School leaders, trustees and teachers value relationships with whānau. They have gathered whānau voice and input into school policy and learning programmes. Further promoting reciprocal relationships with parents and whānau of Māori students is a priority for the board and school leaders.

The school is becoming more deliberate and strategic in promoting success for Māori learners. Trustees and leaders could now more formally evaluate the school’s effectiveness in promoting educational success for Māori, as Māori. Reference to school charter goals and relevant policies, and to MoE and other evaluation resources, would provide useful frameworks to guide this review and development.

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.

Governance capability has been strengthened in recent years. Long serving trustees have a good understanding of governance and management roles. This expertise and good board processes should support the induction of new trustees. ERO endorses the board’s commitment to reviewing governance skills and accessing training and support to further build individual and collective capability.

A new framework for policies and procedures has been established. These now meet current requirements, reflect school practices and provide clarity to guide governance and school operations. Processes for regular policy review are in place. The school charter and strategic plans have been improved. Trustees agree that they could now develop more formal processes to record their ongoing review against annual goals and targets.

Improved reporting and effective quality assurance processes are enabling a more strategic approach to decision-making. The board has a clear focus on student achievement and invests in resources and personnel to support school direction and student success.

The experienced leadership team shares a strong vision and direction for the school. They are developing a culture of reflection and improvement supported by effective systems. Relational trust between staff is providing a good foundation for this developing culture of collaboration and inquiry. The leadership team has a good understanding of the school’s strengths, challenges, opportunities and potential. They are managing change strategically. It would be timely now to review the pace and impact of developments to ensure these are being consolidated with clarity of purpose, shared understanding and collective ownership.

School leaders and trustees use information from parents, whānau, staff and students to inform strategic decisions. They are continuing to trial strategies to further improve communication and consultation. In particular, trustees plan to increase learning-focused partnerships with families/whānau and better monitor board responsiveness to feedback.

To support sustainability and ongoing improvement trustees and school leaders agree that they should:

  • improve the documentation of some governance processes to support induction, succession and sustainability of good practices
  • extend ways of communicating and consulting with groups within the school community
  • develop a systematic approach to staff induction
  • evaluate change initiatives to ensure these are manageable, cohesive and coherent
  • continue to refine and strengthen internal evaluation.

Provision for international students

Kamo Intermediate School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. Systems are in place to monitor compliance with the Code, provide an appropriate education programme, and integrate international students into the life of the school. No international students were enrolled at the time of the ERO review.

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.


Students at Kamo Intermediate School experience broad educational opportunities within purposeful and positive learning environments. The school’s inclusive culture and focus on students as individuals fosters their sense of belonging and engagement in learning. Staff cater effectively for intermediate-age students and promote their wellbeing, academic achievement and holistic success.

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

Graham Randell
Deputy Chief Review Officer Northern

19 August 2016

About the School 


Kamo, Whangarei

Ministry of Education profile number


School type

Intermediate (Years 7 to 8)

School roll


Number of international students


Gender composition

Girls       51%
Boys      49%

Ethnic composition



Review team on site

June 2016

Date of this report

19 August 2016

Most recent ERO report(s)

Education Review
Education Review
Supplementary Review

August 2012
January 2009
March 2006