Kapanui School - 09/08/2016

1 Context

Kapanui School, located in Waikanae, caters for students from Years 1 to 8. At the time of this evaluation, 578 students were enrolled at the school with 13% identifying as Māori. Since the August  2012 ERO report, the school has completed professional development in writing and embarked on a three year mathematics focus, with the support of an external facilitator. Other professional development occurring includes building leadership, modern learning environments and learning languages.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are captured in the school motto 'Rise and Shine - Maranga a Whiti'. The school seeks to develop students who rise to learning challenges throughout their time at Kapanui School.  There is an emphasis on developing thinking skills, habits and attitudes that lead to lifelong learning and productive citizenship for the future.

The school’s achievement information shows that the majority of students achieve at and above in relation to National Standards in reading, writing and mathematics. In 2015, the Ministry of Education goal for 85% was reached for reading and mathematics.

Assessment practices are robust. Teachers use professional discussion, exemplars of student work and various progression criteria to moderate their judgements about student achievement. Engaging with other schools further assists them to test the reliability of their judgements and build capability in moderation practice.

Since the previous ERO evaluation, the school has continued to build and refine its focus on success for Māori as Māori. They are enlisting the support of local iwi to help with the development of improvement plans for Māori students.

Transition to school processes have been reviewed and further developed to make links between Te Whāriki, the early childhood curriculum and the key competencies of The New Zealand Curriculum. Play-based approaches to learning have been researched and implemented to promote a positive start to school life. These include a focus on self-regulated learners.

3 Accelerating achievement

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

The school successfully responds to Māori students whose learning needs acceleration. Since 2012, the school has raised achievement for Māori students in reading and mathematics. In these areas they achieve very well and similarly to their peers. The school has an ongoing focus on lifting the achievement of Māori boys in writing, and increasing the number of Māori students achieving above in relation to the National Standards. 

Māori learners at risk of not achieving equitable outcomes are identified and responded to. Their progress over time is carefully monitored. The board receives detailed reports about how well students' progress is accelerated at each year level in reading, writing and mathematics. The current professional development focus on mathematics is having a positive impact on teacher practice and student outcomes.

Teachers recognise that Māori have been under-represented in the numbers of students achieving above the National Standards and are seeking to address this balance. Targeted teaching strategies in 2015 and 2016 are at class and syndicate levels. Student achievement information is informing future planned writing professional development for teachers.

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

There is a constant focus on raising student achievement. This includes effective early intervention for identified students, where relevant, external expertise is sought.

Students with diverse needs are well identified. Affirmative action is taken to support children with additional needs as they transition into school. Individual education plans are used effectively to support their progress.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

School processes and practices are directed towards promoting equity and excellence for students. These are effectively led by the principal, who is supporting others to take active leadership roles. Student leadership opportunities include kapa haka, planning for whānau group activities, peer mediation, running assemblies and tuakana teina relationships.

The board of trustees is responsive to the detailed information received about student achievement. This is well used to inform their target setting and resourcing decisions, particularly for students at risk of poor educational outcomes.

Positive interactions are evident at all levels of the school. High quality relationships are formed with many parents and especially with the parents of children with diverse needs. Teachers interact with whānau about learning concerns as they arise. Wellbeing is effectively monitored. There is a positive, settled tone throughout the school that enhances learning opportunities for all students.

Parents are well informed about students' achievement and progress. Reports clearly state progress in relation to National Standards. In addition, whole school National Standards information is made available to all parents through the school website.

The Kapanui curriculum document is authentically enacted across the school and includes expectations for effective teaching. The place-based nature of the curriculum is readily evident. Subject areas have recently been reviewed. There is scope to include more of the schools actual practices, for example the play-based learning which is effectively implemented in the junior school. Leaders acknowledge that it is timely to review to include more Māori perspectives into documentation.

Teachers are critically reflective and improvement focused. There are high levels of professional collaboration and collegiality amongst the staff. Leaders and teachers engage in discussions to identify and investigate problems of practice, set goals and develop evidence-based solutions to improve outcomes for students. Professional learning and development is well used to promote effective teaching and learning.

Consistency of expectations and teachers' practice promote high levels of student engagement and
self-regulation. Key competencies and positive dispositions for learning are very evident. Teachers’ implementation of effective and culturally responsive practice supports student learning.

A comprehensive appraisal process builds teacher capability and knowledge. A next step is to deepen understandings of what constitutes evidence of effective practice.

Ongoing reflection and evaluation supports sustainability of high quality practice. This includes using student feedback. Some teachers use a framework to guide evaluations of programmes and teaching. A next step is to broaden and deepen staff understanding of effective internal evaluation for improvement.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:  

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

The school is very well placed to continue to achieve and sustain more equitable and excellent student outcomes. The ongoing focus on Māori success contributes to this.

ERO is likely to carry out the next review in four-to-five years. 

6 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 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
  • processes for appointing staff
  • stand down, suspensions, expulsions and exclusions
  • attendance
  • compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendation

ERO’s external evaluation findings affirm the school’s resolve to continue to improve outcomes for students through:

  • an ongoing focus on the achievement of students whose progress needs acceleration
  • refining internal evaluation processes that inform future decision making
  • continued improvements in the school curriculum, particularly for Māori learners. 

Joyce Gebbie
Deputy Chief Review Officer Central

9 August 2016

About the school 



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Male 50%, Female 50%

Ethnic composition

Other ethnic groups


Review team on site

June 2016

Date of this report

9 August 2016

Most recent ERO report(s)

Education Review
Education Review
Education Review

August 2012
April 2009
May 2006