Kingslea - Te Maioha ō Parekarangi - 10/06/2013

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 CYFs (Children, Youth and Families) residential facilities in four different locations. Te Maioha ō Parekarangi is a Youth Justice residence located in Rotorua.

The school usually takes up to 30 students at any one time. Students learn in three parallel classrooms. The students’ ages range from 13 -17 years with the average age being 14. Most students are at risk with varied needs. The length of stay in this residence varies significantly but the average stay is approximately six months.

2 Learning

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

Teachers identify students’ strengths and interests and use this information to appropriately individualise learning programmes. Students respond well to a structured programme that provides incentives based on their progress and achievement. This adds to their motivation and level of engagement in learning.

Students are highly involved in their learning. Achievement information shows that students make good progress during their time at school. They attempt National Certificate of Educational Achievement (NCEA) courses with some success, self assess their progress and reflect on their learning and next steps. They are developing skills as independent learners by setting their own goals and monitoring their own progress.

Teachers have high expectations for students’ learning and behaviour. They sensitively promote student wellbeing by quickly establishing positive relationships. Students enjoy good success because planned activities are within their individual ability range. Teachers help students to celebrate their achievements.

Good working relationships exist between school staff and CYF staff. The assistant principal and teachers provide useful information to the CYF manager on a regular basis.

3 Curriculum

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

Teachers’ planning responds to students' needs and interests.

Individual Learning Plans focus on learning and progress and identify steps to support students to reach their goals.

Students have a wide range of learning opportunities. This includes:

  • digital learning
  • life skills learning (barista, cooking, sewing, hospitality)
  • career exploration through STAR courses ( chainsaw skills – forestry, performing arts, sport)
  • courses to gain NCEA credits.

Teachers clearly state students’ goals in preparation for their transition to a new school. Where relevant, students are encouraged to participate in NCEA courses, career-based learning and life skills. Emphasis is given to developing literacy and numeracy skills across the curriculum. The assistant principal works with the principal or relevant staff of the student’s new school to support the student’s transition.

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

Most of the students and staff in this school are Māori. The culture of the school classes is linked to the whare tapawhā teaching and learning model. Through this approach, students’ emotional wellbeing is as important as their academic, social and physical progress and achievement. Teachers use Māori values to support students’ development of social and life skills.

Expert teachers from a highly successful kapa haka group in Rotorua support the Māori performing arts programme.

Students participate in inter-class sports competitions such as duathlon, basketball and volleyball, and make a range of art and craft pieces to sell at their market to raise funds for charity. This range of activities enables Māori students to fully participate and develop their skills and interests.

4 Sustainable Performance

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

The assistant principal provides strong leadership and effectively leads the teaching team. Features of this leadership include positive working relationships, opportunities for shared leadership and high levels of collaboration and teamwork. A well planned and responsive induction programme and robust appraisal process help to maintain good standards of teaching.

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

  • positive working relationships between trustees, principal and other leaders
  • useful strategic goals and reporting processes that help inform board decisions
  • actively promoting the school and its role, and having adequate funds to support new initiatives or addressing emerging needs
  • suitable self-review and reporting practices that help to provide assurance about the meeting of its obligations.

Productive working relationships exist between the school and CYF staff. These relationships are promoted through regular ongoing communication and meetings between key board members, leaders and teaching staff. Teachers actively contribute information about students’ learning and progress at meetings and through written reports. CYF staff provide helpful support for the implementation of some parts of the school programme.

Areas for review and development

The school has been trialling, with considerable success, the use of Information and Communication Technologies (ICT) as a medium for student learning. This now needs to be imbedded, and aspects of the approach extended across the school’s various teaching and learning sites.

The assistant principal has good structures for supporting students into vocational programmes. Achievement results show that some students returning to school are capable of achieving well in the right environment.

The board of trustees supports the school’s learning programmes by providing a range of resources including ICT to support teaching and learning. Professional development is linked to the needs of students and to support the use of current teaching practices. The board and school leaders should extend their self-review practice to evaluate the ongoing effectiveness of school programmes and practices so that these can be shared across schools.

Provision for students in the school hostel

Students reside in a residence under the supervision of CYF staff and based on CYF requirements and protocols.

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.

Recommendations to other agencies

ERO recommends that the Ministry of Education considers ways to support the transition of students from CYF schools back to mainstream schools so that they continue to experience success.

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

10 June 2013

About the School



Ministry of Education profile number


School type

Special School, Composite (Years 1 to 13)

School roll


Gender composition

Boys 30

Ethnic composition

New Zealand European/Pākehā






Special Features

School provides education in four different CYFS residential facilities. Te Maioha o Parekarangi is one of these sites and is a Youth Justice facility.

Review team on site

April 2013

Date of this report

10 June 2013

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

July 2008

February 2005

May 2002