Kedgley Intermediate - 01/08/2014


Students at Kedgley Intermediate are increasingly achieving at and above the National Standards in reading, writing and mathematics. They benefit from a varied curriculum that promotes student well being, and literacy and numeracy. Students have positive relationships with teachers. Recent restructuring of teaching and learning approaches is improving student achievement and stronger learning partnerships with parents and whānau are developing.

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?

Kedgley Intermediate caters for years 7 and 8 students. Of the 765 students, nineteen percent identify as Māori, and fifty-eight percent have a Pacific heritage. Samoan students make up the large majority of the Pacific group.

Senior managers and staff continue to focus on improving student engagement and achievement. Since ERO’s 2011 review, the board, principal and senior leaders have worked collaboratively to make significant changes to teaching and learning approaches. These changes are founded on current research.

In response to ERO’s 2011 recommendations, the school accessed Ministry of Education support to further develop senior leaders’ and teachers’ understandings and use of student achievement information. Additional professional development for teachers has been focused on improving teaching practice. Significant progress has been made in these areas.

The school continues to strengthen its links with children’s families. Teachers have initiated hui and fono as a deliberate strategy to involve parents more deeply in their children’s learning. Students speak confidently of the inclusive school tone, and enjoy working together to be successful, independent learners.

2 Learning

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

The school is making very good progress in using student achievement information effectively. It is used well to identify relevant professional learning for teachers, and they are becoming more skilled in their use of student achievement information to plan teaching and learning programmes.

Students are well engaged in their learning and are benefiting from improved teaching practices. They are becoming more confident talking about their achievement and learning goals. Students who need additional support with their learning are well provided for.

Teachers use a variety of information to make good judgements about students’ progress and achievement. This information shows that approximately half of the students achieve at and above national standards in reading, writing and mathematics. Students are making particularly good progress in writing and mathematics. This outcome is attributed to targeted teacher professional learning to improve both their subject knowledge and their use of effective and specific teaching strategies for supporting students’ writing and mathematical skills. The school has identified that students now need further support to accelerate their progress and achievement in reading.

The challenge for the school is to continue to improve students’ progress and achievement in order to reach the government’s goal of eighty-five percent of students being at or above the National Standards in reading, writing and mathematics by 2017.

Leaders identify, and ERO agrees, that next steps include:

  • increasing student knowledge and ownership of their learning
  • further building teachers’ capability to use student achievement information to guide teaching and learning programmes
  • deepening the analysis of student achievement data to better show the progress made by students during their two years at the school
  • increasing the clarity of written reports to parents about their children’s achievement in relation to the National Standards.

3 Curriculum

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

The school’s curriculum effectively promotes student learning. It is well aligned to the principles and key competencies of The New Zealand Curriculum. The school focuses on promoting student wellbeing, and literacy and numeracy. These aspects help build a sound foundation for students’ future success. Students participate in a wide variety of sports, music, dance and cultural activities and have good opportunities for leadership.

Strong senior leadership is driving school-wide improvements. Teachers are committed to promoting and improving outcomes for students. The newly appointed academic facilitators lead learning and provide support for teachers through regular mentoring and modelling of effective teaching practice. Teachers participate enthusiastically in targeted professional learning. These good practices are helping to build school-wide consistency of practice, expectations and agreed school values. They also promote positive, inclusive learning relationships between teachers and students, and enable teachers to respond effectively to the needs of students and their families.

The next step for ongoing curriculum improvement is for teachers to implement strategies that increasingly promote the languages, cultures and identities of Māori and Pacific students throughout the curriculum.

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

The school has a strategic focus on promoting Māori success and is responding well to Ka Hikitia, the Māori Education Strategy for accelerating the success of Māori learners.

The board and school leaders seek continued guidance from local iwi, including Kaumatua, and positive responses to Ka Hikitia include:

  • board investment in staff professional development to increase teacher knowledge and use of effective strategies that engage Māori whānau
  • the formation of a dedicated team of Māori teachers led by a Raising Māori Achievement (RMA) coordinator to promote te reo and te Ao Māori within school programme
  • a deliberate school-wide focus to promote tikanga Māori that includes activities such as noho marae, regular hui and powhiri
  • development of a Māori Education Plan by teachers and whānau to promote and monitor school initiatives for increasing success for Māori as Māori.

School achievement information shows good improvement in Māori student achievement, with particularly good shifts in the progress of Māori boys’ over the past two years in literacy and numeracy. However, the information also shows that overall success rates for Māori are below those of their peers. The school has identified that further work is needed to increase Māori student achievement to school-wide levels.

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

Students of Pacific heritage make up over half of the school roll. The largest Pacific ethnic group is Samoan. Other Pacific groups include students from Tonga, the Cook Islands, Niue, Tokelau, and Fiji. Pacific students are well engaged in their learning and enjoy school. They benefit from the respectful relationships that underpin the school culture, and enjoy the opportunities they have to succeed as Pacific. There is clear alignment of the school’s priorities for Pacific student success to the Ministry of Education’s Pasifika Education Plan.

In 2014, the school has a dedicated team of Pacific teachers who are promoting and strengthening partnerships with parents and aiga. Community engagement is a growing feature of the school. Aiga are made welcome, are regularly consulted, and are involved in their children’s learning. Significant and positive shifts have occurred in Pacific students' reading, writing and mathematics as a result of students’ growing ownership of their learning.

4 Sustainable Performance

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

Kedgley Intermediate is well placed to sustain and improve its performance. School leadership is committed to promoting positive outcomes for students. Self review is purposeful, ongoing and based on consultation with staff, students and community.

The board provides effective governance. Trustees work collaboratively to provide support for the principal and leadership team to manage and lead change in the school. They are well informed about the day-to-day running of the school and are regularly updated about students’ progress in relation to the National Standards. Trustees use this information well to guide decision making about future priorities and directions for the school.

The principal provides purposeful leadership and drives and sustains school-wide improvements. He has encouraged a more culturally responsive approach to teaching and learning. There has been an increased emphasis on teachers inquiring into the impact that their practices have had on increasing student achievement. There is a growing culture of high expectations for all students, and teachers are involving parents and whānau more in their children’s learning. The principal is well supported by a competent senior leadership team with complementary leadership skills.

There is a focus on growing leadership and recognising people’s capabilities to complement and enhance school development. Capable middle leaders and team managers are pivotal to ongoing improvement of classroom programmes, pastoral care and sustaining school initiatives. Staff have positive working relationships and experience a culture of trust and care.

To support ongoing school development ERO recommends and the board agrees to:

  • review the school’s current performance appraisal process with a view to implementing a more robust process that provides growth and challenge for all staff, especially support staff
  • formalise the strategic leadership and monitoring of Māori and Pacific student success and progress.
  • Senior leaders also recognise the need to embed and monitor the impact of new initiatives and teaching and learning approaches.

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.

To improve current practice, the board should:

  • ensure that all support staff are appraised annually
  • develop policy and procedures to ensure that the school meets its privacy and confidentiality obligation in relation to security cameras in the school offices.


Students at Kedgley Intermediate are increasingly achieving at and above the National Standards in reading, writing and mathematics. They benefit from a varied curriculum that promotes student well being, and literacy and numeracy. Students have positive relationships with teachers. Recent restructuring of teaching and learning approaches is improving student achievement and stronger learning partnerships with parents and whānau are developing.

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

Dale Bailey

National Manager Review Services Northern Region

1 August 2014

About the School


Papatoetoe, Auckland

Ministry of Education profile number


School type

Intermediate (Years 7 to 8)

School roll


Gender composition

Boys 50% Girls 50%

Ethnic composition


NZ European/ Pākehā




Cook Island Māori




other Asian

other European

other Pacific Island















Review team on site

June 2014

Date of this report

1 August 2014

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2011
May 2008
May 2005