Kingsford School - 24/06/2014


Students at Kingsford School benefit from increasingly good teaching in student-centred learning environments. Parents are encouraged to support their children’s learning. School leadership is collaborative and effective. There is a shared commitment to strengthening teaching practices and improving outcomes for all students.

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?

Kingsford School in Mangere East, Auckland caters for students in Years 1 to 6 and serves an ethnically diverse community. Twenty percent of the students are Māori, and seventy-five percent have Pacific heritage. Students and teachers enjoy a sense of belonging in their school. Children relate positively to teachers and staff and appreciate support such as the breakfast club, milk and fruit provided for their wellbeing.

The long-serving principal is respected in the community and works well with the deputy principal and team leaders to provide good management and leadership. A recent restructure of the senior leadership team is helping to further build professional leadership in the school.

The board of trustees, led by a long-serving board chairperson, has responded positively to the recommendations made in the 2011 ERO report. Good practices identified in that review have been sustained and further improvements made. The board works collaboratively with the principal and teachers to progress the school’s developments and to make positive changes in learning outcomes for students.

Since 2011, the school has been supported by a Student Achievement Function (SAF) practitioner from the Ministry of Education. Teachers have participated in professional learning and development that is focused on raising student achievement.

2 Learning

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

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement. School leaders use data to set priorities for students‘ learning, to identify the professional learning and development needs of teachers, and to make resourcing decisions.

The school’s data about achievement in relation to the National Standards suggests that over half of the students achieve at or above the standard in reading, writing and mathematics. As a result of teachers setting clear targets for achievement, the school’s 2013 achievement information showed that some students have made significant gains.

Realistic targets are monitored well and teachers have a better understanding of analysing achievement information. Increasingly, teachers use this information to guide specific and focused teaching. Teachers are continuing to monitor student progress closely and provide relevant and appropriate learning opportunities to increase the pace of achievement. Teachers report that the recent focus on strengthening their capability in making judgements and moderating assessment information helps to ensure that school data are reliable.

Team leaders take responsibility for students’ progress and achievement and report yearly to the board. Professional learning has helped teachers to raise their expectations of students’ rate of progress. They have made significant changes to their practice as a result. Collaborative professional conversations help to make teaching more relevant to students’ needs.

3 Curriculum

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

The school’s curriculum promotes and supports student learning effectively. Students respond positively and are engaged in purposeful learning.

Students work together in class enthusiastically and demonstrate mutual respect and respect for their teachers. Some students are able to talk confidently about their learning, their achievement levels and their next learning steps. Classes display students’ learning levels in different and appropriate ways for students to help support and accelerate learning.

Teachers use relevant contexts for students’ learning. Their own professional learning has increased their knowledge and understanding of te ao and tikanga Māori. They are increasing their ability to include Māori and Pacific cultural contexts in programmes. Māori and Pacific staff support individuals and classrooms and work with teachers to build students’ confidence to engage in classroom learning.

Teachers who hold curriculum portfolios lead planning and evaluation across the school and work closely with team leaders and other teachers to review and develop their curriculum areas. There is good support for teachers to spend time planning their teaching and considering its impact. Working in teams to provide an enriched curriculum is helping teachers to remove learning barriers for their students. Team leaders use good strategies to monitor the consistency of teaching methods across the school.

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

Recent school data for 2013 indicate that many Māori students show positive gains in reading, writing and mathematics.

School leaders have been thinking about how to promote success as Māori in the school most effectively. Involving Māori whānau in the school’s curriculum and in their children’s learning more has increased attendance at hui and home-school partnership meetings. Tikanga and te ao Māori are valued in the culture of the school, and all students are included in cultural celebrations and in whakatau when welcoming visitors to the school.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

Trustees are committed to governing the school well. They represent the diverse, predominantly Māori and Pacific community. They discuss and articulate the vision and values of the school and focus on improving student outcomes and monitoring progress towards achieving their goals. Trustees promote a flexible approach and work as a well informed and cohesive team to ensure that the school provides well for its students’ whānau. A good process is in place to ensure regular review of board processes so that effective practices can be affirmed and shared with new board members.

The positive impact of professional learning is evident at all levels of leadership. Effective strategies are helping to build leadership capability and trusting relationships amongst staff. School leaders have developed a flexible team approach and share a strong commitment to raising student achievement. There is a growing shared commitment by all school staff to improving student achievement and they acknowledge the positive impact of external support over the last several years.

Families are becoming more involved in the life of the school and in supporting their children’s learning. High levels of attendance at goal setting and conferencing evenings are evident. Parents who speak languages other than English are encouraged by cultural and language support from staff. Many parents attend excursions with their children and are encouraged to be involved in the school, where possible.

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.


Students at Kingsford School benefit from increasingly good teaching in student-centred learning environments. Parents are encouraged to support their children’s learning. School leadership is collaborative and effective. There is a shared commitment to strengthening teaching practices and improving outcomes for all students.

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

Dale Bailey

National Manager Review Services Northern Region

24 June 2014

About the School


Mangere East, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 53% Girls 47%

Ethnic composition




Cook Island Māori











Review team on site

May 2014

Date of this report

24 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2011

January 2008

May 2005