Kingsway School - 24/06/2014


Kingsway School provides very good quality education across a range of contexts. The school’s practices, curriculum and special character foster success for all students. There is a growing appreciation of student centred 21st century learning. The school has an inclusive and supportive culture and is very well led and governed.

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?

Kingsway School is a state integrated school catering for students from Years 1 to 13. Governance, leadership, organisation and teaching practices are underpinned by the special Christian character of the school.

Since the 2009 ERO review the school has grown in size and complexity. The school now operates across four campuses. Its two satellite schools are Jireh School (Years 1 to 6) in Henderson and Tau Te Arohanoa Akoranga (TTAA, Years 1 to 13), a bilingual kura in Helensville. The satellite schools maintain their own identity within the governance and management framework provided by the Kingsway School board. The student roll of the four campuses reflects the cultural diversity of their communities and includes six percent who identify as Māori and four percent who have Pacific heritage.

In February 2014 a new purpose-built junior school campus opened on a site close to the main Kingsway campus in Silverdale. This junior school features a modern learning environment where teachers and students can work together in whole classes, small groups or individually, according to the particular learning occurring.

The school has a positive reporting history. The inclusive learning environment, noted in previous ERO reports and centred on the promotion of student wellbeing continues to be strongly evident. The 2009 ERO report recommended a more strategic approach to self review and the better use of achievement information to guide decisions at board and management levels. Good progress has been made in these areas.

School-wide review has resulted in the development of a Kingsway School curriculum document that reflects the diverse contexts of the campuses, within the special character of the school. Students and staff understand their social responsibility to the wider communities, where they can contribute through leadership and service roles.

2 Learning

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

The school makes very effective use of achievement information to make positive changes for learners across year levels and campuses.

The school is justifiably proud of the consistently high levels of student success in the National Certificates of Educational Achievement (NCEA). Results across the school at NCEA levels 1, 2 and 3 continue to be high, with the majority of students achieving merit and excellence endorsements in 2013. In National Standards in reading, writing and mathematics students in Years 1 to 8 consistently achieve better than national and regional comparisons. Achievement rates for Māori and Pacific students across the school are high.

Achievement information is well used to identify students who require support. Learning assistance is well coordinated. Personalised programmes assist students to make progress towards their learning goals. Regular monitoring and review provides students and their families with ongoing information about their learning.

Senior leaders and teachers use student achievement information to set achievement targets and school goals, and to plan and adapt teaching programmes. There has been a significant improvement in achievement in writing against National Standards over the past three years. This improvement reflects the focus on teaching strategies that support students to be successful. Leaders agree that it is now timely to look more systematically at assessment and data analysis across Years 7 to 10 to develop a coherent approach across the curriculum for middle and senior school students.

Data for each campus are collated, analysed and reported to the board. School leaders use this information to:

  • set appropriate targets to raise achievement, school wide and for each campus
  • monitor and track the progress and achievement of specific groups of students
  • sustain and continue improving the achievement of all students.

Trustees make good use of the analysed achievement information. They set charter targets focused on raising the achievement of all students and accelerating the progress of those students not meeting National Standards, NCEA or curriculum level expectations. Based on this information, trustees make resourcing decisions and review and evaluate programmes that are designed to improve outcomes for students.

Students are actively engaged in their learning and are motivated to achieve success across a wide variety of school activities, including, sporting, service, and cultural and leadership opportunities.

3 Curriculum

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

The Kingsway School curriculum is effective in supporting student learning. Students experience a broad curriculum that provides a wide variety of opportunities and learning pathways for students. The curriculum is flexible and reflects the contexts of the four school campuses and their communities. Servant leadership is a strong feature of the school culture for both staff and students. It provides many opportunities for student leadership and contribution to local, national and international communities.

The 2013 curriculum review has influenced curriculum delivery across the school. Consistently high expectations for teaching and learning underpin learning programmes at all levels. Strategies for elearning are increasingly shaping learning programmes and provide further learning opportunities for students.

Learning activities and content are relevant and interesting for students. A greater inclusion of Māori and Pacific perspectives in learning contexts across all campuses would enrich the curriculum.

Teachers implement the curriculum well and use a variety of effective teaching practices. They share professional practice within and across campuses. Effective and well coordinated performance management systems support teachers’ professional practice and growth.

The opening of the new Junior Campus is providing teachers with opportunities and challenges. A deliberate and relevant programme of professional learning and development is helping teachers to reflect on and adopt teaching approaches that will engage the 21st century learner.

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

The school’s commitment to Māori success is particularly evident at Tau Te Arohanoa Akoranga, where seventy-seven percent of students are Māori. The majority of whānau here are Ngāti Whātua. Support from the He Kakano professional development programme has been instrumental in building a whānau-based, culturally responsive curriculum for Māori learners. From the beginning of 2014, students in Years 2 to 6 have the opportunity to learn in a Māori immersion environment within the kura. The provision of te reo Māori in this class is high quality. Teachers are beginning to use Māori assessment tools, including Ngā Whanaketanga Rumaki Māori, to measure student progress and achievement.

The school recognises that the development of initiatives to promote success for Māori as Māori on the other three campuses of the school is a priority. A group of students have taken a leadership role in promoting school-wide tikanga Māori. It is timely to respond to this group using teacher and student resources to significantly increase the use of more culturally responsive teaching practices in classroom programmes and school-wide protocols.

4 Sustainable Performance

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

Kingsway School is well placed to sustain its current good practices and continue to enhance its performance.

The board’s vision for the school underpins effective governance practices. Clear alignment is evident between the strategic plan, annual plan and programme implementation. Board decision making is strategic, evidence based, and aimed at sustaining improvement and promoting innovative practices across the school.

There is strong professional leadership in the school. The principal is instrumental in building leadership capacity across the school. Senior leaders are active and influential in local, regional, national and international educational networks.

Self review is well used and effectively promotes and sustains development. A consistent set of processes for implementing and documenting self review is well embedded.

ERO recommends the board develop and include a Māori education strategy in the school charter as acknowledgement of Kingsway School’s commitment to a bicultural partnership under the Treaty of Waitangi.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

At the time of this review there were 21 long-term and 23 short-term international students attending the school. These students are predominantly from Korea, although the school has recently begun to gain interest from Brazilian schools.

Good quality self review continues to improve the provision and care for international students. The international student centre is inviting and provides a high quality area for these students to meet and access appropriate support.

International students are thoughtfully placed in programmes that enable them to achieve their goals. Their English language needs are very well supported. Ongoing monitoring helps to ensure that students are well integrated into the school and the community, and international students have increasing leadership opportunities.

As identified in ERO’s 2009 review, reporting international students’ progress and achievement across the curriculum would extend the board’s understanding of the quality and care for international students.

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.


Kingsway School provides very good quality education across a range of contexts. The school’s practices, curriculum and special character foster success for all students. There is a growing appreciation of student centred 21st century learning. The school has an inclusive and supportive culture and is very well led and governed.

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


Orewa, Auckland

Ministry of Education profile number


School type

Composite (Years 1 to 15)

School roll


Number of international students


Gender composition

Girls 51% Boys 49%

Ethnic composition


NZ European/ Pākehā


British / Irish


other Asian

other European



other Pacific













Special Features

2 satellite schools: Jireh School, Henderson Tau te Arohanoa Akoranga (TTAA), Helensville

Review team on site

May 2014

Date of this report

24 June 2014

Most recent ERO report(s)

Education Review
Education Review
Education Review

May 2009
April 2006
December 2002