Kawaha Point School - 29/06/2018

School Context

Kawaha Point School is located in the suburb of Kawaha Point, Rotorua. It provides education for students in Years 1 to 6. The school roll of 347 students includes 202 Māori, 37 Pacific and 24 students who are from a range of other nationalities.

The school’s mission is to use culturally responsive, 21stCentury approaches to develop confident, connected, actively involved, life-long learners.

The school aims to develop students that will:

  • have strength to believe in themselves and stand up for what is right – kia kaha
  • be brave enough to take risks, lead their learning and demonstrate creativity – kia maia
  • care for themselves and others and form genuine relationships – kia manawanui.

The school’s strategic aims focus on improving student achievement by ensuring all Māori and Pacific students achieve consistently with their Pākehā peers and to their considerable potential. The school prioritises having ‘quality relationships with whānau and students that focus on embracing personal challenge, whilst progressing with their learning progressions and the school’s graduate profile.’

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics
  • attendance and transience.

Since the previous review in 2015, there have been significant changes to the teaching and leadership team. The principal and majority of trustees are experienced and long serving in their roles.

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 is yet to achieve equitable and excellent outcomes for all its students.

Attendance data shows that up to one third of the school roll changes each year.

The school’s data from 2015 to 2017 shows the majority of all students are achieving at or above expected levels in reading and mathematics and approximately half in writing. Overall levels of achievement have decreased over the past three years. There is significant disparity for Māori students in reading, writing and mathematics. This pattern of disparity has remained consistent but increased in reading in 2017. Girls are achieving at significantly higher levels than boys in writing. Boys are achieving as well as, or better than girls in reading and mathematics. Pacific students are achieving as well as, or better than their peers.

School data also shows that children with special needs make appropriate progress in relation to their individual goals.

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

The school is responding well to some Māori and other students whose learning needs acceleration.

The school has a well-developed understanding and definition of accelerated progress. Achievement data for at-risk students who have been at school for at least 12 months, shows accelerated progress, particularly for Māori students in reading and writing, and for boys in reading. This analysis was completed by leaders during the ERO review.

This data also shows an increasingly large percentage of Māori and other students are accelerating in their learning to be achieving above expected levels in reading and writing.

By the time these students reach year six, learning has been accelerated and most are achieving at or above their expected levels in reading.

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?

Leaders have a strategic and planned approach to leading change and school development. They build teacher capability through targeted professional learning and provide opportunities to develop internal leadership capability. Leaders improve learning and engagement for students through effective communication and quality partnerships for learning with parents, families and whānau. They have developed culturally responsive practices across the school. Effective liaison with local iwi contributes to learning progress and acceleration for Māori students. High expectations, positive relationships and collaboration are contributing to accelerated progress for all students whose learning is at risk.

Teachers foster positive and affirming relationships with students. They use a range of appropriate strategies to improve learning. Students at risk of not achieving are clearly identified and catered for. Teachers scaffold children’s learning successfully, make explicit use of learning intentions and encourage problem solving and risk taking. These deliberate strategies have led to accelerated progress for many at-risk students, particularly in reading and writing.

The school’s curriculum is highly inclusive and culturally responsive. Its vision and values are well embedded and support positive relationships and wellbeing for students. There is an appropriate emphasis on developing academic, social, emotional and cultural learning for all students. The curriculum responds effectively to Māori students’ and boys’ learning through the provision of bilingual classes and the Tama Toa boy’s class. There is a strong focus on inclusion for all children with additional learning needs and a personalised, planned approach to supporting their learning. Experienced and well-informed trustees generously fund learning support programmes to enable equitable opportunities and outcomes for students.

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

There is a need to develop a more strategically aligned approach to accelerating progress for all children whose learning is at risk, especially in mathematics. Priority should be given to:

  • strengthening annual targets to focus on all students whose learning requires acceleration
  • monitoring and reporting on rates of acceleration for at-risk learners over time
  • strengthening the appraisal process to focus on reflective practice and align school processes to the requirements of Education Council New Zealand.

Targeted action and student agency require strengthening. Leaders and teachers should continue to:

  • build students’ knowledge of their own learning and next steps, especially for at-risk students
  • develop consistency of targeted action across the school, including teacher planning, assessment and ongoing monitoring.

3 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.

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 Going forward

Key strengths of the school

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

  • leadership for learning that accelerates progress for many students at risk
  • effective relationships and partnerships that enable student learning
  • an inclusive culture for learning that supports the individual needs of students.

Next steps

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

  • internal evaluation to inform targeted action to address in school disparity
  • empowering students in learning pathways to accelerate achievement.

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

29 June 2018

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori 58%

Pākehā 24%

Pacific 11%

Other 7%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Number of Māori medium classes


Total number of students in Māori language in English medium (MLE)


Number of students in Level 3 MLE


Review team on site

May 2018

Date of this report

29 June 2018

Most recent ERO report(s)

Education Review February May 2015
Education Review March 2012
Education Review June 2009