Kimbolton School - 25/08/2016

1 Context

Kimbolton School is a rural school catering for students in Years 1 to 8. Located north of Feilding, the school has 71 students enrolled, 10 of whom identify as Māori. The roll has increased since the September 2013 ERO review.

High levels of parental and community involvement occur in all aspects of school life. There are close links and involvement with nearby schools. The experienced principal is involved in leadership groups for rural schools.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are 'working together with friendship'. These are enacted through the values of 'WAKA-Whanau, Attitude, Kindness and Achievement'. The values underpin the daily operations of the school.

The school’s achievement information shows that most students, including Māori, are achieving at or above National Standards. Achievement levels have remained consistent since the previous ERO review.  The achievement of Māori, as a group, exceeds that of their peers in reading, writing and mathematics.  

Processes and practices are in place to promote the reliability and validity of teacher judgements about student achievement.  However, the school should consider further development in this area.

Since the last ERO evaluation the school has:

  • begun to strengthen teacher inquiry by including specific measurable targets
  • implemented a revised place-based curriculum
  • developed success indicators for mathematics and writing to reflect best practice
  • increased opportunities for Māori students to meaningfully experience their culture, identity and language.

The school and ERO agree that these continue to be areas for development.

3 Accelerating achievement

How effectively does this school respond to children whose learning and achievement need acceleration?

Valid achievement information is collated to identify which students are underachieving, identify gaps in their learning and set expectations for accelerated progress. These students are supported by additional learning programmes and planned assistance.  Evidence shows they are making progress towards meeting National Standards. 

A range of assessment data is collected and shared with the board. More purposeful use of data by leaders and teachers is required to:

  • plan to be more responsive to students' needs
  • enable teachers and leaders to better monitor and track specific progress over time
  • clearly show the impact of teaching on outcomes for students.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

Trustees work with the school community to establish its vision, values and strategic priorities. The new board is committed to improving outcomes for all learners to become confident, connected, actively involved life-long learners.

Leadership promotes learning-centred partnerships to enhance student achievement and wellbeing. Parents, whānau and the community are welcomed and involved in school activities as respected and valued partners in learning. A range of strategies is used to successfully share information about children's learning with parents and whānau. Written reports include student feedback in relation to their learning goals and suggestions for how parents can help at home.

The curriculum is broad, balanced and embedded in the local environment. Students learn through a variety of activities and a wide range of rich learning contexts. Continuing to refine curriculum guidance and expectations for effective teaching in line with new professional learning should further support teacher capability and responsiveness.

The school is continuing to deepen its response to Māori students' culture and identity. Strong emphasis on the environment provides authentic contexts for learning where students connect to local history, places of significance, people and language. All students have the opportunity to be involved in kapa haka.

Students' wellbeing, engagement and learning is effectively supported through promoting the school values, dispositions, and social skills. Senior students have a range of opportunities to demonstrate leadership in academic, cultural and sporting contexts. Respectful and considerate relationships are fostered. Students cooperate well with each other, collaborate in their learning and are able to
self-manage. There is a strong focus on older students supporting younger students.

Teachers and leaders are collaborative and collegial. Suitable professional development has facilitated some positive changes to teacher practice. Strengthening the current appraisal process will enable leaders to monitor and evaluate changes in teaching practice to further support consistency across the school.

There is a sound framework and process for teacher inquiry. Reflections are well-considered and learner focused. Using internal evaluation, including teaching as inquiry, to make deliberate decisions to improve outcomes for students and to evaluate the effectiveness of these changes is a next step.

5 Going forward  

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:  

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

The school has a small number of underachieving students who are well supported to make progress.  However, key next steps are to:

  • build trustees, leaders and teachers capability to use internal evaluation
  • use evidence to analyse and evaluate the effectiveness of actions
  • improve the deliberateness of the schools' responses to ensure positive outcomes for all students.

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

6  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 the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • 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
  • processes for appointing staff
  • stand down, suspensions, expulsions and exclusions
  • attendance
  • compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendation

ERO recommends that the school improve its internal evaluation processes and practices to enhance its capacity to measure impact, evaluate effectiveness and take well-considered action. 

Joyce Gebbie
Deputy Chief Review Officer Central

25 August 2016 

About the school 



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Female 35, Male 36

Ethnic composition



Review team on site

June 2016

Date of this report

25 August 2016

Most recent ERO report(s)

Education Review
Education Review
Education Review

September 2013
September 2010
May 2007