Korokoro School - 01/08/2018

School Context

Korokoro School, located above Petone, is for students in Years 1 to 8. Of the 187 children enrolled, approximately 11% are Māori. The school has experienced roll growth since the June 2015 ERO report.

The school’s vision aims to develop lifelong learners who have the skills, values, knowledge and confidence to fulfil their potential, enjoy personal happiness and make a positive contribution to society. The TRIBE values – Teamwork, Resilience, Integrity, Broad-mindedness and Excellence - underpin a focus on maximising the potential of all students, empowering them to be critical thinkers who are capable of making good life choices.

Achievement targets are focused on improved attainment of all students in literacy and numeracy, and to accelerate progress of priority learners.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • progress achievement in reading, writing and mathematics

  • progress and achievement in relation to the school achievement targets

  • wellbeing and attendance.

Two deputy principals have been appointed since the previous ERO review. Longstanding and recently-elected members make up the board of trustees.

Teachers are involved in a range of professional learning and development through external and internal initiatives to promote positive learner outcomes. Some teachers have collaborated with other schools through the Teacher Led Innovation Fund on transition to school and student agency.

A number of property developments occurred in 2017 to refurbish classrooms.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school successfully promotes equity and excellence in valued outcomes for all groups of students.

Reports from the end of 2017 show that nearly all students achieve well in reading and mathematics and most achieve in writing in relation to curriculum expectations. Achievement for Māori learners is above their peers in these curriculum areas.

Over time the school has sustained high levels of achievement in reading, writing and mathematics. A positive trajectory of improvement in writing is evident, particularly for boys.

Children with additional needs are well known and supported appropriately to access the curriculum. External expertise is sought as required.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

School reported data in 2017 shows that many students accelerate their learning in reading, writing and mathematics.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Trustees, leaders and teachers work strategically and collaboratively to enact their shared vision of equity and excellence for all students. They are improvement focused and committed to responding to learners’ needs. Trustees, leaders and teachers are focused on accelerating learning and improving outcomes for students at risk of underachievement. Targets to accelerate the learning of those students who are not succeeding at expected levels are appropriately set by trustees and leadership. There are high expectations for student success and wellbeing. The school has improved and aligned systems and processes to focus on responding more deliberately to support learners at risk.

The school’s curriculum successfully promotes students’ interest and engagement in learning. Teachers purposefully select learning opportunities to stimulate student curiosity and exploration. Rich learning experiences provide meaningful connections across a range of learning areas. These are well supported by external expertise and school-based, digital and local resources. The TRIBE values are actively promoted and highly evident. These underpin the positive school culture, respectful and productive relationships and children’s ongoing development as learners.

An appropriate range of systems, processes and strategies are used to identify, track and monitor the individual needs of students at risk of not achieving at expected curriculum levels. The school has revised its assessment practices and continues to explore ways to show rates of progress and acceleration. Teachers work collaboratively to support consistent teaching practice across the school and enhance the response to student needs.

Well-organised environments effectively support children to engage positively in learning. Students demonstrate confidence and make appropriate choices about their learning. They are increasingly supported to know about their progress and next steps. Purposeful opportunities support learners to grow their leadership capabilities and contribute to a positive school culture.

Leaders ensure an orderly and supportive environment is conducive to staff and student learning and wellbeing. Building teacher capability is suitably supported through professional learning and appraisal, aligned to school priorities. Leaders and staff recognise and embrace their role in fostering key connections between families and within the community.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

School practices and processes focus on achieving equity, excellence and acceleration of learning for all students. The school has worked to strengthen aspects of te ao Māori within the curriculum. Children have increased opportunities for learning about te reo me ngā tikanga Māori through external expertise and classroom programmes. It is timely to ensure that expectations forculturally responsive practices are clearly articulated throughout the documented curriculum. The school recognises the need to further engage with Māori whānau to enhance decision making and strategic direction, especially for Māori learners.

Trustees, leaders and teachers regularly reflect on their practice to support decision making for ongoing improvement. A next step is to build on regular reflection and implement a clear process for ensuring robust internal evaluation better supports the school to know what works and what is needed to sustain ongoing improvement.

3 Board assurance on legal requirements

Before the review, the board 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 the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • finance

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • the school’s shared strategic vision that focuses on learner success and wellbeing

  • a culture of collaboration among trustees, leaders, teachers and parents for continuous improvement of teaching and learning

  • a rich curriculum that promotes high expectations for teaching and learning.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • documenting the school’s expectations for culturally responsive practices, to ensure shared understanding and further support teaching and learning

  • continuing to build internal evaluation processes and practices to sustain ongoing improvement.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

1 August 2018

About the school


Lower Hutt

Ministry of Education profile number


School type

Full Primary (Years 1 - 8)

School roll


Gender composition

Female 54%, Male 46%

Ethnic composition

Māori 11%
Pākehā 78%
Other ethnic groups 11%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

June 2018

Date of this report

1 August 2018

Most recent ERO report(s)

Education Review, June 2015
Education Review, June 2012
Education Review, June 2009