Mokoia Intermediate - 15/01/2013

1 Context

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

Mokoia Intermediate, located in the eastern suburbs of Rotorua City, caters for students in Years 7 and 8. At the time of the ERO review the roll was 277, including 135 Māori students most of whom whakapapa to Te Arawa.

Since the previous ERO report there have been significant changes in staffing, school leadership, and the makeup of the board of trustees. Provision for bilingual education has also changed with the reduction from two classes to one. Students in this class benefit from the effective implementation of Te Marautanga o Aotearoa. The school also provides specific classes to support students with identified special abilities and two e-learning classes. There have been substantial improvements to the school’s buildings, including remodelling and refurbishment of the administration area and classrooms. Teachers have been engaged in sustained professional development in writing and implementing strategies to engage students in learning.

The school’s vision of “respect, relishing learning and reflection underpinned by the value of whānaungatanga” was developed after extensive consultation with whānau and the wider community. The Home and School Association and the Whānau Support Group provide ongoing assistance for the school including the provision of additional resources.

Students learn in a safe and settled environment that is characterised by warm and friendly relationships in a climate of trust and respect.

2 Learning

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

The school uses an appropriate range of assessment tools to gather information about student achievement in reading, writing and mathematics. School leaders and the board use this information to set targets that are focused on accelerating the progress of particular groups of students who are achieving at lower levels. Parents are well informed of their children’s achievement and progress through written reports, three-way conferences, and ongoing informal conversations. National Standards and Ngā Whanaketanga achievements are effectively reported to parents in comprehensive end of year written reports. The principal acknowledges the need to review the mid-year progress reporting system to better show progress in relation to National Standards and Ngā Whanaketanga.

The achievement and progress of students with identified learning needs is effectively monitored. Ngati Whakaue provide additional funding that is used to support students’ numeracy learning. The effectiveness of this successful initiative is well monitored and reported to Ngāti Whakaue and board of trustees.

High priority should be placed on strengthening the robustness of interpretation and use of student achievement information at school-wide and classroom level to:

  • more effectively monitor trends and patterns of achievement across the school to inform decision making and self review
  • assist teachers to design and implement programmes that are more responsive to the needs of individuals and groups of students.

3 Curriculum

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

The school’s curriculum is responsive to the community’s aspirations and the interests and strengths of students. Priority is placed on literacy and mathematics programmes. Teachers are developing an integrated approach to curriculum delivery, which has a focus on problem solving and critical thinking skills. This approach is well supported by specialist programmes in technology and the arts. Students enjoy the many opportunities to experience success in a wide range of rich-learning experiences including sporting, cultural and education outside the classroom activities. They are able to develop their leadership skills through a variety of initiatives. Effective pastoral care processes that regularly involve parents and whānau support students’ sense of wellbeing and belonging in the school.

ERO observed examples of highly effective teaching practice that engage students in meaningful learning and promote progress and achievement. School leaders and ERO agree that there is a priority need to further raise the consistency and quality of teaching practice across the school. Priority should be given to:

  • developing and documenting an agreed understanding and clear expectations for teaching practice
  • providing ongoing professional development for teachers to support them to meet these expectations
  • implementing an ongoing robust performance management system that keeps teachers well informed about the quality of their professional practice.

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

The principal has had a focus in building partnerships with whānau and iwi that has successfully resulted in the increasing development of a culturally inclusive school environment. Te Arawa protocols are incorporated in school pōwhiri. Whānau and the wider Māori community are actively engaged in the life of the school and their knowledge, skills and expertise are valued. The next step for school leaders and teachers is to ensure a meaningful Māori dimension is evident in daily interactions and curriculum contexts in all classrooms.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance because:

  • self-review processes are well established
  • the principal has a reflective approach to leadership and is focused on school improvement
  • trustees bring a wide range of skills and expertise to their roles and responsibilities
  • there are high levels of community involvement and support for the school.

The next step is to undertake a comprehensive review of the school’s leadership structure to maximise the strengths and expertise within the teaching staff and to ensure that senior leaders are best placed to provide appropriate advice and guidance to teachers and support staff.

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.

Dale Bailey

National Manager Review Services Northern Region

15 January 2013

About the School



Ministry of Education profile number


School type

Intermediate (Years 7 to 8)

School roll


Gender composition

Girls 52% Boys 48%

Ethnic composition

NZ Māori

NZ Pākehā

Other European






Special Features

One bilingual class

Review team on site

October 2012

Date of this report

15 January 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

January 2010

November 2006

September 2003