Kingslea - Puketai School Care and Protection Residence - 12/06/2013

1 Context

What are the important features of this school that have an impact on student learning?

Kingslea is a composite special school providing education for students in Child, Youth and Family (CYF) residential facilities in four different locations. Puketai school is a Care and Protection residence located in Dunedin. There are up to eight students usually enrolled at any one time.

The students’ ages range from 8 -17 with the average age being 13. Most students are severely at risk with varied needs, including behaviour and learning difficulties. The length of time in the school varies significantly, but most students are involved in the programme for about 4-5 months. At present, there are equal numbers of male/female students and most of these students are Pākehā.

2 Learning

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

The assistant principal and teachers effectively use the achievement information to plan relevant learning activities for students. They focus on students’ strengths, interests and experiences, and identify strategies that support students to achieve success.

Teachers plan some individualised learning and also some group activities. The programmes are varied and include a range of practical and quiet activities. However, at times, some activities were clearly not stimulating enough to engage all students’ interests and involvement.

ERO observed variable teaching practices. However, where lessons were well planned, structured and included practical activities related to the topic being studied, students were highly engaged. Teachers were working one-on-one with students and interactions were friendly and relaxed.

Analysed achievement information shows that most students make good progress towards their individual learning goals and the school’s achievement targets. In 2012, over 60% of students met the school’s expectations in reading, writing and mathematics. Where appropriate, National Certificate in Educational Achievement (NCEA) unit standards are available for students to study.

3 Curriculum

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

The assistant principal and teachers appropriately plan relevant learning experiences throughout the curriculum. There is a strong focus on literacy and mathematics, but students also have good opportunities to learn through:

  • the arts, inquiry learning, technology, physical education and health, gardening and sustainability
  • a focus on social skills
  • using information and communications technology (ICT) – movie making, photo editing, music making, and research
  • te reo and tikanga Māori.

Teachers regularly review students’ learning, attitude and behaviour, and record the progress that individual students make in literacy, mathematics and other areas of the curriculum. Teachers also reflect on how students are taught and what strategies could better support each student’s learning.

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

Students and teachers have good opportunities to learn te reo me ngā tikanga Māori. The school uses the expert knowledge of an elder from the local Māori community. The next step is for teachers to work more closely with the kuia to support students’ learning.

Areas for review and development

To further improve educational outcomes for students, school leaders and teachers should:

  • continue to build effective working relationships with CYF staff
  • explore ways to better share information with CYF staff to support students’ transition to other educational settings on discharge
  • provide plans and activities to support the teaching of te reo and tikanga Māori.

4 Sustainable Performance

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

Relationship issues and differences in understandings of protocols related to specific roles led to a breakdown in cooperation and interaction between school staff and CYF staff in 2012.

Staff changes will occur at the start of Term 2 as two teachers (including the assistant principal) have resigned. The school leaders have developed an action plan to address the communication issues and to manage the changes brought about by the employment of new staff.

The Kinglsea school senior leadership team is actively working towards establishing effective and positive working relationships with the CYF residential manager, other leaders and staff. This includes:

  • improving the level and effectiveness of communication with CYF staff
  • planning regular opportunities for meetings
  • developing productive working partnerships.

The senior leadership team provides good support for staff and students. Features of this leadership include:

  • student-focused decision making, with high importance placed on providing the best possible education for them
  • good opportunities for the assistant principal to meet regularly with other leaders at other school sites for professional sharing and support
  • professional development and reflective practices that support ongoing improvement to the quality of education for students (for example, behaviour management practices, introduction of integrated inquiry-based studies).

The board has developed sound and supportive governance practices. These include:

  • positive working relationships between trustees, principal and the assistant principal
  • useful strategic plans and reporting processes to help focus their actions and inform board decisions
  • actively promoting the school and its role, with a focus on appointing quality staff and having adequate funds to support new initiatives or address emerging needs
  • having self-review and reporting practices that help to provide assurance about meeting its obligations.

Area for review and development

The manager/principal should from time to time review the effectiveness of school procedures, protocols and practices in meeting the needs of teaching staff.

Provision for students in the school hostel

Students in this school reside in the residences administered under the CYF protocols and procedures.

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.

When is ERO likely to review the school again?

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

Graham Randell

National Manager Review Services

Southern Region

12 June 2013

About the School


Andersons Bay, Dunedin

Ministry of Education profile number


School type

Special School, Composite (Years 1 to 13)

School roll


Gender composition

Boys 4

Girls 4

Ethnic composition

New Zealand European/Pākehā




Special Features

This school provides education in four different CYFS residential facilities. Puketai is one of these sites and is a Care and Protection facility.

Review team on site

March 2013

Date of this report

12 June 2013

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

July 2008

February 2005

May 2002