Kapiti School - 13/11/2013

1 Context

What are the important features of this school that have an impact on student learning?

Kapiti Primary School is situated in the business district of Paraparaumu. It caters for students in Years 1 to 8. The school roll has become increasingly multicultural since the 2010 ERO review.

A new principal started in January 2013 and a new board of trustees was elected in 2013. The board chair and one trustee provide continuity from the previous board.

Areas for development and review identified in the November 2010 ERO report have been actioned. The school has a good reporting history with ERO.

2 Learning

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

The school is developing its capacity for effective use of student achievement information.

Information about student learning in writing, reading and mathematics, and across other curriculum areas through inquiry learning, is appropriately collated and analysed. Suitably challenging student achievement targets have been set. These focus on writing. Leaders are aware that significant numbers of students are achieving below National Standards.

The progress of students is tracked school wide and at the beginning, middle and end of the year. The achievement of specific groups of students in monitored.

The assessment tools used by the school have been reevaluated. As a result, a range of schoolbased and nationally standardised tools was introduced for 2013. These help teachers to make assessment judgements in relation to the National Standards in reading, writing and mathematics. Senior managers and teachers agree that further refinement of moderation techniques is needed to support teachers to make consistent judgements.

Teachers use assessment information to identify priority learners and inform their classroom planning. Senior managers have identified a need to upskill teachers in using this information to decide specific teaching strategies for accelerating the achievement of students, especially those achieving below or well below the National Standards.

Individuals and groups of students achieving below and well below expected levels, and those who need support or extension, are identified. These students receive support within class programmes and through specific interventions. Programmes are provided for students identified with special abilities. Assessment and monitoring of the progress of the students in these programmes is identified by managers as an area for further development.

Teachers and students are making good use of a writing matrix to assess progress and set personal learning goals. The matrix has been developed to support the school wide focus on writing.

Processes for reporting to parents about student achievement have been refined. Information is shared with parents about students' progress and achievement in relation to the National Standards and their next learning steps. Reporting includes three-way learning conferences between teachers, parents and students. These are based on student goal setting in reading, writing and mathematics. Parents have the opportunity to provide feedback about the reporting process.

A wide range of strategies has been introduced to promote student engagement in all aspects of school life. The strategies include leadership groups for boys and girls, a school council and a sing squad. Managers monitor attendance and are focused on improving this for individual students.

Together, teachers have developed strategies to foster behaviour that is conducive to learning. In 2014, the school will participate in the Positive Behaviour for Learning professional development contract to further promote students taking personal responsibility for behaviour and learning.

Students engage well in classroom learning. Polite respectful interactions are evident. Teachers work effectively to build and maintain positive, constructive and vibrant learning environments. They discuss learning progress and achievement with students, and assist them to monitor goals and understand their own learning and next steps.

3 Curriculum

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

The current school curriculum is under review. Curriculum leaders have been appointed to take responsibility for re-developing guidelines for all curriculum areas. Sound progress is being made.

The school timetable has been changed to increase emphasis on numeracy and literacy. A planning model for school-wide inquiry learning topics has been implemented. This includes clear links for alignment with The New Zealand Curriculum values and principles, with a particular priority on future focus concepts. Teachers work collaboratively to share teaching practices that will provide the best outcomes for students. School-wide writing programmes are successfully implemented.

While there is some variability of practice, teachers use a wide range of good strategies to support students' learning, progress and achievement. These include:

  • identifying learning goals and next steps for learning with students
  • questioning to promote thinking and build on past learning
  • including real life contexts for learning
  • providing opportunities for students to work with others or independently as appropriate
  • positively affirming students' achievement.

Information and communication technologies (ICTs) are used to support teachers and enhance learning for students.

School leaders identify next steps for further development of the Kapiti School curriculum to include:

  • implementation statements and planning for each curriculum area
  • revising literacy and numeracy planning and guidelines for assessing in relation to the National Standards
  • refining assessment and data gathering systems to develop school-wide consistency
  • providing professional development to raise teachers’ curriculum and content knowledge.

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

A strong focus on raising Māori student achievement is evident. Annual targets for Māori students have been documented.

Assessment results of Māori students are well analysed and used to identify their learning needs. The achievement of Māori students as a group is clearly tracked in relation to where they sit against other groups. This process uses standardised achievement information.

School personnel are in the early stages of promoting success for Māori students, as Māori. A number of well-considered strategies have been implemented to raise the profile of te reo me ngā tikanga Māori.

ERO considers these should be enhanced by including Māori and other cultural perspectives in class environments to foster students' sense of belonging and identity. Promoting the use of te reo Māori in classrooms, by teachers and students, should help meet school outcomes for te reo Māori programmes. Teachers could support leadership opportunities for Māori students by inviting them to use the knowledge and expertise they bring to their learning.

A focus of community consultation is to meet with Māori families, discuss their aspirations for their children and explore how the school can form effective links with whānau.

Pacific students

Annual targets for Pacific students have been documented.

One of the school’s strategic goals is to develop effective communication with the families of Pacific students. School personnel have consulted with the community and engaged in dialogue with Pacific families. This is in its very early stages.

Toward the end of 2012 the school applied for funding to support students for whom English is a second language. In 2013 support has been put in place to develop the language skills of these students and provide avenues for them to share aspects of their culture.

Further professional development is planned to consider the Ministry of Education Pacific Education Plan and its implications for teachers' practice.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school's strategic and annual plans are well aligned to promote the vision and values of its charter. Annual goals and targets provide clear direction for school improvement. Introduction of a wide range of strategies to improve learning outcomes for students is prioritised. Developments and changes are implemented in a timely and manageable way. Managers carefully monitor the annual goals to provide a sound basis for ongoing review.

Some significant changes have been made to support the achievement of strategic goals. These include:

  • strengthening of the school ICT infrastructure. This is improving the quality of communication between the school and the community, with teachers and students. It will also provide a tool to support students' inquiry learning
  • a focus on developing partnership with the parent community. Parents have recently been consulted to identify aspirations for their children
  • development of a strengthened school-wide appraisal system designed to extend teachers’ knowledge and skills, and ensure good quality teaching in every classroom. Teachers are becoming increasingly reflective as a result of the new system. Feedback affirms good practice. Areas for further development are identified for and by all teachers. Leaders have identified that a next step is to develop clearer understanding about collecting evidence against the Registered Teacher Criteria.

Leadership roles are appropriately delegated and supported. Identified next steps are for teachers to develop further understanding of teaching as inquiry, and to use student achievement data to reflect on the effectiveness of their teaching.

Trustees understand their responsibilities well. New trustees access professional development to support them in undertaking their roles. The board provides resourcing, additional staffing and professional development to support teaching and learning. This is in response to information reported by senior leaders. School-based community activities are well supported.

The board has developed a comprehensive review plan to evaluate developments in relation to the strategic goals. Refinements are required to assist in identifying progress towards goals. Policies and procedures have been reorganised, and are to be reviewed on a prioritised basis.

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.

When is ERO likely to review the school again?

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

Joyce Gebbie National Manager Review Services Central Region (Acting)

13 November 2013


About the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Male 54%, Female 46%

Ethnic composition

NZ European/Pākehā








Review team on site

September 2013

Date of this report

13 November 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2010

October 2007

August 2004