Kohia Terrace School - 30/09/2011

1 Context

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

Kohia Terrace School, in Epsom, Auckland, is a small primary school catering for students from Years 1 to 8. Parents and families in the school’s multi-cultural community are well engaged with the school and are supportive of students’ learning. Senior leaders and trustees have responded positively to the areas identified for school development in ERO’s 2008 report. Their well planned strategic development supports ongoing improvements in teaching and learning.

Curriculum development since ERO’s 2008 review has included school-wide consultation on the school’s vision and values, and on the desired attributes of teachers and learners in the school. The descriptors developed as a result of this consultation provide a strong foundation for the implementation of the curriculum.

The expansion of the school’s information and communication technologies (ICT) infrastructure, and the provision of focused professional learning and development for staff, has had a significant impact on student learning. This year, technology programmes for Year 7 and 8 students are being provided at the school.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students are well engaged in learning and make good progress. The majority achieve at or above the National Standards for literacy and numeracy.

Students are increasingly knowledgeable about their learning and are developing skills in assessing their own and others’ progress. The senior leadership team is considering further ways to develop students’ ability to contribute to their own learning and progress.

Teachers know students well and have robust information about their learning and achievement. Achievement information is used purposefully to cater for students within their class or in withdrawal situations, with students grouped according to their ability and levels of achievement. The achievement of English Speakers of Other Languages (ESOL) and of gifted and talented students is closely monitored and appropriate interventions and initiatives are in place to promote and extend the learning of these students.

Teachers engage in focused reflections on the effectiveness of their teaching practices and their impact on student learning.

Two percent of the school student population identifies as Pacific. The achievement of these students is well monitored and closely tracked. Senior leaders and teachers work closely with families of Pacific students and have programmes and initiatives in place to promote the students’ learning and engagement. It would be beneficial to review the effectiveness of these initiatives and to evaluate their impact on Pacific students’ progress and achievement.

How well does the school promote Māori student success and success as Māori?

Two percent of the school student population identify as having Māori heritage. Māori students make good progress in reading, writing and numeracy. Information about the achievement of individual Māori students is monitored closely. Leadership opportunities enable Māori students to experience success as Māori.

Trustees and senior leaders are responsive to feedback from their annual consultation with Māori whānau. Senior leaders use the recommendations of Ka Hikitia- Managing for Success, the Ministry of Education Māori education strategy, to inform the school’s strategies for promoting success of Māori students.

3 Curriculum

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

The school curriculum promotes and supports learning effectively. Well considered goals and principles promote the school’s vision and provide a framework for learners and teachers. The principles and key competencies of The New Zealand Curriculum are reflected in the school’s curriculum framework.

Very good teaching practices used across the school include:

  • targeted teaching to increase students’ knowledge and understanding
  • programmes that are relevant to students’ ages and stages of learning
  • an emphasis on teaching and learning of literacy and numeracy
  • effective use of student achievement information for planning and for monitoring student progress.

Students are confident, articulate and contribute confidently to classroom and group discussions. They have many opportunities to participate in a wide range of activities and experiences, including learning foreign languages. All students have access to some Māori, Pacific and other cultural experiences. Senior leaders have identified the need to continue to integrate Māori perspectives into the learning programme.

In 2010 parents received two written, plain language reports on their child’s achievement in relation to the National Standards. Parents receive useful information about ways in which they can support their children’s learning at home.

4 Sustainable Performance

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

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

Transparent processes and systems for school operation are well established and effective. The futurefocused, well informed board of trustees is consultative and engages in robust self review. Trustees use student achievement information and their knowledge of the school curriculum to determine school priorities and future direction. The board has set targets for student achievement in relation to the National Standards for reading, writing and mathematics.

The school is well led. The principal focuses on continued improvements in students’ learning and is well supported by an experienced and capable senior leadership team. School leaders use effective practices for self review and provide a variety of opportunities for staff to discuss and reflect on their teaching. These reflections are successfully linked to the school’s supportive performance management system. The principal empowers teachers to develop leadership skills.

The school engages well with its community. Parents/whānau have many opportunities to participate in decision-making about the ongoing and future direction of the school. They freely contribute their time to build community relationships and support classroom programmes.

Provision for international students

The school uses highly effective processes to monitor its provision for international students. Processes are in place to help ensure that international students feel welcomed into the school. The school provides good pastoral care for international students and their progress and achievement is well monitored. Senior staff acknowledge that all staff should continue to participate in professional learning and development to further increase their levels of cross-cultural understanding.

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. At the time of this review there were seven international students attending the school.

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.

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
  • 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 four-to-five years.

Richard Thornton

National Manager Review Services

Northern Region

30 September 2011

About the School


Epsom, Auckland

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)



School roll


Number of international students


Gender composition

Girls 50%

Boys 50%

Ethnic composition

NZ European/Pākehā




Sri Lankan





Latin American




other Asian















Review team on site

August 2011

Date of this report

30 September 2011

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2008

September 2005

May 2002