Kereru Park Campus - 05/08/2019

School Context

Kereru Park Campus is a full primary school for students in Years 1 to 8, and is situated in Papakura. The school’s roll has steadily increased over the past four years. Māori students make up 80 percent of the roll, and most other students have Pacific heritage. Students learn in rumaki Māori (Te Mahuri) or English medium/reo rua (Te Kotahitanga) classes. The school also hosts students and staff in a satellite unit of Rosehill School.

The school’s vision Tu Rangatira – Stand Tall, Stand Proud, Stand Strong, is complemented by the school’s values of aroha, manaakitanga, and rangatiratanga.

The board’s strategic focus areas are mana mokopuna, mana wairua, mana tangata, mana reo, mana tikanga, mana mātauranaga Māori, and mana ā kura.

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

  • achievement in reading/pānui, writing/tuhituhi, and mathematics/pāngarau for Te Kotahitanga and Te Mahuri learners
  • sports achievements
  • participation in cultural events and school wide programmes for students
  • attendance and engagement.

The board has managed multiple trustee changes, through a by-election and co-opting trustees to replace outgoing members. The current chair has developed useful foundation documentation for new trustees.

The school is a member of the Papakura Community of Learning | Kāhui Ako, the Kootuitui ki Papakura cluster of schools, and the Maori Achievement Collaborative (MAC) cluster.

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 working towards greater equity and excellence in student achievement and outcomes.

The school’s information indicates that over the past four years, the majority of students have achieved at their expected national curriculum levels in reading/pānui, writing/tuhituhi and mathematics/pāngarau. Writing is the current achievement challenge for the school.

2018 data indicate that students in Te Mahuri achieved better than in Te Kotahitanga. All Te Mahuri students have attended kōhanga reo where they are prepared for kura, however many other students have had little or no early childhood education. Disparity also continues between boys and girls in mathematics and writing. Senior leaders continue to strategise ways to bring greater parity between genders, and Māori and English medium/reo rua achievement.

Although increasing, the cohort of Pacific students is too small to report overall achievement trends and patterns. The school monitors the achievement of these children individually.

Teachers have opportunities to moderate assessments internally, and in the Kootuitui cluster. Senior leaders are planning for Te Mahuri to have similar opportunities with a cluster of rumaki schools, as has happened in the past.

Students achieve well in relation to the school’s broader valued outcomes. They demonstrate a:

  • sense of pride in their culture, language and identity in the school

  • keenness to take up leadership opportunities

  • high level of spoken te reo Māori and understanding, especially in Te Mahuri

  • growing sense of responsibility to manage their own behaviour.

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

The school is developing ways to accelerate student learning progress. Since the 2015 ERO review, Te Kotahitanga teachers have participated in professional learning related to accelerating literacy and mathematics progress. However, sustaining these practices and understandings has proved difficult due to staff changes, and their overall impact on teacher practice or student achievement is not yet evident.

The board has funded the employment of seven learning assistants to support teachers and students in class and withdrawal programmes. Good leadership oversees this resource and works to support students to make quicker progress.

One of the school leaders has developed very good processes that support the early identification of and provision for those priority learners with behavioural and/or additional learning challenges. She is proactive in accessing external support to help students better engage and learn. Whānau engagement has also improved as a result of these practices.

ERO recommends that senior leaders:

  • ensure that students have opportunities and skills to know and lead their own achievement progress

  • support teachers to plan deliberately for accelerated learning for all students who need this

  • identify the rates of acceleration annually, and set accelerated progress targets

  • measure and report the progress of students during their time at the school.

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?

The school is at an early development stage for processes and practices to enable achievement of equity and excellence, and acceleration of learning.

The school has had a more deliberate focus on whakawhanaungatanga over recent years. The board, leaders and teachers create opportunities for building positive, reciprocal relationships with the whānau and school community. They actively seek perspectives from whānau. Wananga with whānau are valued and used to guide the development of the school’s new kaupapa/vision, which has led to other key frameworks being developed in the school.

A key feature of the school’s development has been the increased opportunities for staff to take on leadership roles. This was especially so in 2018 while the principal and deputy principal were on study leave for the year. There is good leadership potential evident in the current leadership team to guide teaching practice that better supports student progress. Leaders are thoughtful, collaborative, and adaptive as they guide changes and developments, while still pursuing the school’s vision. Change is paced well through a phased approach to developments.

A positive influence on student learning is the growing coherence of school developments and initiatives, building on the school’s revised kaupapa in 2017. Professional learning, both internally and externally facilitated, is helping to build greater consistency in relation to the kaupapa. Te Mahuri staff are mentoring Te Kotahitanga teachers to scaffold their use of te reo and te ao Māori. Most staff are fluent speakers of te reo, and other staff have good understanding of the language, which supports students’ cultural identity and language in the school.

Leaders value connections with external agencies and personnel that support the welfare of students and their whānau. They take advantage of multiple agencies, local school networks, Kootuitui and rumaki clusters to support their efforts to improve engagement and raise achievement levels. Leaders and trustees show strong commitment to professional learning and training.

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

Senior leaders are currently leading the development of a localised curriculum underpinned by Te Marautanga o Aotearoa for the whole school. There are complexities to be worked through for Te Kotahitanga staff as they manage the assessment requirements of the New Zealand Curriculum alongside Te Marautanga. Senior leaders plan to develop an effective teacher profile linked to the school’s graduate student profile.

The school needs strong curriculum leadership oversight of teaching practice and student progress and achievement in literacy and mathematics. This would help to manage the dynamic of transience, curriculum change and to ensure sustainability of professional learning initiatives and developments.

ERO recommends that the school engage in externally facilitated professional learning related to accelerated learning. Student equity and excellence would benefit if this professional learning included facilitation for both Te Mahuri and Te Kotahitanga teachers.

The school needs to continue to develop the capability of leaders, teachers, and trustees to use evidence-based evaluation and inquiry to guide ongoing school improvements, and determine the impact of developments on student learning. The board acknowledges the value of surveying staff in these times of change to check their wellbeing and perspectives on developments.

Senior leaders and teachers should continue to develop partnerships with whānau that are more deliberately focused on supporting their tamariki to engage and achieve.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Kereru Park Campus’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • whakawhanaungatanga that enables positive, reciprocal relationships with whānau and the school community
  • developing leadership opportunities and capabilities that now show potential for guiding practices that promote student progress
  • growing coherence of systems and practices to guide teaching practice, and student learning and engagement
  • connections with external agencies and personnel that support the welfare of students and their whānau.

Next steps

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

  • externally facilitated professional learning related to accelerated learning
  • ensuring that students have opportunities and skills to know and lead their own progress
  • planning deliberately for accelerated learning for all students who need this
  • identifying the rates of acceleration annually, and set accelerated progress targets.

Area for improved compliance practice

To improve current practice, the board of trustees should ensure that all teachers hold a practising certificate or have authorisation from the Teaching Council to be employed at the school.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

5 August 2019

About the school


Papakura, Auckland

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori 80%
Samoan 10%
Cook Island Māori 4%
other Pacific 5%
other ethnic groups 1%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Number of Māori medium classes


Total number of students in Māori medium (MME)


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


Number of students in Level 1 MME


Review team on site

May 2019

Date of this report

5 August 2019

Most recent ERO report(s)

Education Review May 2015
Education Review February 2012
Supplementary Review June 2008