Kingslea - Te Oranga Care and Protection Residence - 03/05/2013

1 Context

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

Kingslea School is a composite special school providing education for students in Children, Youth and Families (CYFs) residential facilities in four different locations.

This report relates to the education provided by the school at Te Oranga Care and Protection residence located in Christchurch. The school has up to 10 students at any one time. Most of the students attending the school have complex needs, including behaviour and learning difficulties.

The length of time students are involved with the school varies significantly, but on average is approximately four-five months. In 2012, over 20 students attended the school. Most of the students are currently male and mostly Māori.

Since the school’s last ERO review in July 2008, leaders and teachers have maintained many of the strengths noted at that time and made some significant improvements in leadership, management and the quality of teaching.

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 make good use of achievement information to foster student engagement, progress and achievement. They use a good range of assessments to systematically gather achievement information to:

  • set annual achievement targets and to monitor and report the progress students make towards these targets
  • share information with students about their progress and achievement, and what they still need to learn
  • develop well targeted individual programmes for each student
  • regularly report on the progress of individual students to a variety of people.

In 2012, over 60% of students met the school’s achievement targets in reading, writing and mathematics. Overall student progress over the last three years has been greatest in writing and mathematics.

3 Curriculum

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

The school provides students with a well balanced curriculum. Class and individual programmes give appropriate emphasis to literacy, numeracy, health and physical education and the arts.

Students learn in positive classroom environments. Teachers are supportive, respectful and responsive. Good routines and clear boundaries help students to maintain a strong focus on their learning. Classroom environments are literacy rich. Students have access to a wide variety of books. Students’ efforts and successes are recognised in positive ways that help to motivate them.

The positive learning environment and good teaching practices are helping students, who have often been disengaged learners, to re-engage in learning. Individualised programmes help students to achieve success. Teachers focus on students’ interests and particularly use ICT to support students’ learning. They make learning meaningful and relevant for students.

The significant efforts made by school, residential and other services are successfully supporting students to transition from the school. School data suggests that over the last three years, approximately two thirds of the students were able to transition to community-based education of varying kinds immediately upon leaving the school.

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

Māori students have some good opportunities to learn about their culture. This includes teachers acknowledging their cultural heritage and encouraging them to participate in waiata, mihi and pōwhiri.

Teachers have high expectations for learning and use many approaches that are known to help encourage and support Maori students to learn, including:

  • aspects of their culture in a natural way
  • encouraging students to be supportive and helpful to one another
  • providing a nurturing and whānau-like environment.

In 2012, Māori student achievement was a little below that of their peers in literacy and numeracy.

4 Sustainable Performance

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

The principal and assistant principal provide good quality leadership and management. Features of this leadership include:

  • student-focused decision making – with high importance being placed on providing the best possible education for students
  • good opportunities for the assistant principal to meet regularly with leaders at other school sites for professional sharing and support
  • working relationships that lead to a positive school culture and a strong sense of “trust” and teamwork
  • professional development and reflective practices leading to ongoing improvements to the quality of education for students (e.g. behaviour management practices, introduction of inquiry based studies).

The board has developed sound and supportive governance practices. For instance:

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

Areas for review and development

Engagement, Progress, Achievement

Teachers use achievement information well to decide learning programmes for students. They should also:

  • consider ways of further reflecting the uniqueness of the students and school in the school’s curriculum guidelines
  • set more challenging achievement targets for able students.


The board, principal and staff use self review to monitor how well goals are met. The next step is to use this process to better evaluate the effectiveness of programmes and practices on outcomes for students.

Provision for students in the school hostel

Students reside in CYFS administered residential facilities.

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

3 May 2013

About the School


Shirley, Christchurch

Ministry of Education profile number


School type

Special School

School roll


Gender composition

Boys 5 Girls 3

Ethnic composition

New Zealand European/Pākehā




Special Features

Care and Protection Residence

Review team on site

March 2013

Date of this report

3 May 2013

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

July 2008

February 2005

May 2002