Kenakena School - 17/12/2018

School Context

Kenakena School in Paraparaumu, is situated on the historic Kenakena Pā site. The links to Ngāti Toa as mana whenua and Te Atiawa ki Whakarongotai Marae are valued. Of the 558 students, 14% are Māori, 3% are Pacific and thirty five are English Language Learners. The school roll continues to be increasingly multicultural.

Valued outcomes for students are articulated in: the school’s vision - ‘exciting, motivating, positive’; mission - ‘through meaningful learning contexts develop key competencies for the future’; and TIAKI values. These values are for students to take responsibility, inspire teamwork and independence, aim for excellence, know how to be resilient and insist on respect.

The school’s strategic aim is for 100% of students to be achieving at or above expectation for age and year level, with an emphasis on pedagogy and learning environments to improve the achievement levels of all students. This includes accelerating achievement of those achieving below expectation, aiming for students to be at or above expected levels by the time they leave the school at the end of Year 8.

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

  • achievement and progress in reading, writing and mathematics

  • improved levels of achievement for those involved in specific reading programmes

  • progress for specific year level groups, as they move though the school, in literacy and mathematics.

Staff have participated in the Ministry of Education funded professional learning and development and teacher-led innovation fund (TLIF) focused on personalised learning, e learning, digital and collaborative learning, and the Incredible Years programme.

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 continues to progress the achievement of equitable and excellent outcomes for most learners. Since the August 2014 ERO report, rates of achievement have continued to improve.

Schoolwide end-of-year achievement information for 2017, indicated that overall most students achieved at or above expectation in reading and mathematics and a large majority in writing. Māori students’ achievement is lower than that of their peers with the majority achieving at or above expectation. Disparity continues for boys in literacy, reducing over time. In 2017, almost all Year 8 students achieved at or above expectation in reading.

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

Those students who are at risk of not achieving expected levels are identified, monitored and well known by teachers and leaders. Achievement data for this year shows that there has been success in improving progress for some students to date in 2018.

During 2017, most students identified in the achievement targets made expected progress, with some accelerating their learning over the year. Almost all students receiving extra support through specific reading interventions have made accelerated progress.

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?

School leadership is knowledgeable and inclusive. Leaders work collaboratively together and with staff and provide effective leadership for learning. High expectations support leaders’ and teachers’ ongoing learning, knowledge building and innovation. Teachers’ professional learning and development and inquiry are closely aligned with the school’s goals and priorities. There is a strong focus on building leadership capability across the school. This approach maximises the use of teacher expertise and allows the sharing of effective teaching strategies and practices.

The school has developed comprehensive guidelines and processes for appraisal of staff that promote inquiry and foster collaboration and sharing of good practice.Further developing evaluative questions and judgements in teacher inquiries should further enhance this process.

Students experience a broad curriculum with a wide range of learning opportunities. The shared understanding of the school culture, the TIAKI values and key competencies underpins a culture focused on teaching and learning.Teachers use a range of effective strategies. They work collaboratively to provide inclusive and productive learning environments for all students.

Learner-focused relationships are evident in the classrooms. Teachers encourage students to follow their interests to actively engage them in their learning. Students have a wide range of opportunities to be extended and challenged in sports, music, science, leadership and performing arts.

Responsive systems and processes are in place to identify and support those students with additional learning needs. The school works well with external agencies. Students with high needs are well supported to participate and engage in learning alongside their peers, through individual planning and appropriate use of resourcing.

Priority is given to the pastoral care and wellbeing of students. Strong and effective relationships with parents and whānau support the sharing of information about student wellbeing and learning. Transitions into, through and beyond the school are well-considered and responsive to children and their families. Leaders and teachers actively participate and contribute to local and regional learning networks and initiatives.

Systems, processes and resources provide many opportunities for Māori to be successful as Māori. Culture, language and identity is modelled, valued and celebrated.The school provides a culturally responsive programme that promotes the bicultural heritage of Aotearoa. Leaders and teachers continue to build their collective capacity in culturally responsive practice by extending their comfort and competence in te reo me ngā tikanga Māori.

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

Reflection, review and inquiry are regularly used to inform decisions for improvement. This is supported by a wide range of useful information about learning, progress and achievement. A concentrated focus on evaluation of the impact of pedagogy on accelerating learning should continue to improve outcomes for those groups of students not yet achieving at the school’s expectations.

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 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.

At the time of this review there were three full-time students attending and the school hosts short-stay groups of international students over the year. School practices and processes effectively support students’ care, quality of education, involvement and integration into the school and wider community.

4 Going forward

Key strengths of the school

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

  • leadership that has high expectations and supports ongoing learning, knowledge building and innovation of staff to build teacher practice

  • a school curriculum, responsive teaching and learning environments that contribute to high levels of student engagement and ownership of their learning

  • well developed processes that engage leaders and teachers in reciprocal relationships with parents, whānau and the wider education community.

Next steps

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

  • continued use of internal evaluation to determine the impact of initiatives and programmes on improving outcomes for those students most at risk of underachievement.

ERO’s next external evaluation process and timing

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

Alan Wynyard Director Review and Improvement Services

Southern Region

17 December 2018

About the school



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Male 55%, Female 45%

Ethnic composition

Māori 14%
Pākehā 68%
Pacific 3%
Asian 5%
Other ethnic groups 10%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

September 2018

Date of this report

17 December 2018

Most recent ERO report(s)

Education Review August 2014
Education Review August 2011
Education Review June 2008