Kaikohe Christian School

The same report — the board assurance report of 7 May 2026 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO has identified the following areas of non-compliance during the board assurance process:

hold regular trial evacuation practices and report these to the School Board and Fire and Emergency New Zealand (FENZ). [Health and Safety at Work Act 2015; Fire and Emergency New Zealand Act 2017; Fire Safety, Evacuation Procedures and Evacuation Schemes Regulations 2018]

develop relevant and up to date school policies and procedures that reflect current legislation and provide clear guidance for practice. [Section 639 of the Act: Regulations relating to schools and boards]

Ensure workforce safety by maintaining consistent police vetting process for all staff. [Section 104 of the Act: Required Police vetting Clauses 9,10, 11 and 12] [Schedule 4 of the Act: Police Vetting August 2023] Risk assessment after police vetting (MoE)

The board has since taken steps to address two areas of non-compliance identified and not yet addressed the regular trial evacuation practices of non-compliance.

Read this board assurance report on ero.govt.nz →

What ERO wrote in its latest report

This is ERO’s report of 7 May 2026 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the school

Kaikohe Christian School is located in Northland and provides education for students from Years 1 to 13. The current school roll is 157, 80% of students identify as Māori and 9% identify as Pākehā /New Zealand European. During 2025, a new school board presiding member and principal were appointed.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the November 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on adopting and evaluating literacy initiatives to accelerate student progress. The school expected to see teachers develop their understanding and use of effective literacy strategies to raise achievement in all curriculum areas.

Findings

Primary teachers have strengthened their understanding of effective literacy strategies; structured literacy is embedded across the primary school. Teachers meet weekly to collaboratively analyse literacy data and refine teaching practices. Achievement in reading and the use of literacy data by all teachers across year levels remain areas for further development.

What we know about learner success

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

Less than a third Less than half Small majority Large majority Most Almost all

0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

Outcomes are improving for some learners.

In Years 1 to 8, a small majority of students achieve at expected curriculum levels in reading and writing, and a large majority achieve in mathematics. There is disparity for Māori learners in reading, writing and mathematics.

A large majority of learners achieve the literacy requirements for National Certificate of Educational Achievement (NCEA) at Year 10, and a small majority achieve the numeracy requirements.

A small majority of students achieve NCEA Level 1, a large majority of students achieve NCEA Levels 2 and 3, and a small majority of students achieve University Entrance. There is no disparity for Māori learners in NCEA.

Less than a third of students attend school regularly and almost a fifth, are chronically absent. Data shows attendance is not improving towards the government target; chronic absence is increasing.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

Leaders need to focus with urgency on school improvement; to raise student achievement and increase regular attendance.

A new leadership team is working towards updating school operations and implementing effective school wide systems and conditions to improve outcomes for learners.

Leaders are working towards to collecting, analysing and interpreting student engagement and achievement information to make evidence-based decisions for schoolwide improvement actions.

Leadership supports the development of specialist programmes and initiatives to raise student engagement and achievement, notably the Sports Academy provides a range of positive outcomes for students.

Senior leaders build positive relational trust among staff to ensure clear communication and are beginning to establish a culture of shared responsibility for learner outcomes.

Learners have some opportunities to learn across the breadth and depth of the curriculum.

Teachers use their knowledge of learners' needs, strengths and interests to tailor support and develop deliberate teaching strategies to improve engagement and achievement; teachers are beginning to adapt learning experiences to provide learners with challenges and successes.

Leaders are increasingly working on consistency of quality teaching and learning programmes and practices across the school.

Leaders are working towards using coherent and consistent assessment practices that include robust moderation processes to ensure achievement is reliable, verified and informs decision making.

Leaders need to improve school systems, processes and practices to drive schoolwide improvement.

The school’s special Christian character is evident in teaching and learning and shapes the school’s overall culture.

Students report a positive and inclusive culture and have confidence that staff care about their wellbeing and learning. Students feel well supported during their transition onto further learning.

Tikanga and te reo Māori are beginning to be embedded in the curriculum and in the life of the school to promote engagement.

Staff and students recognise and value external partnerships that enrich learning opportunities.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It identifies key priorities and actions for improvement.

Key priorities

Implement strategies and initiatives to improve students’ regular attendance.

Improve student achievement by strengthening teaching, learning, and assessment practices.

Embed essential policies, systems, and processes that support the safe and effective operation of the school and foster schoolwide improvement.

Actions to bring about improvement

Within three months:

the Kaikohe Christian School Board and senior leaders identify and design school operational policies, systems, and processes to ensure the school meets all requirements

Within six months:

leaders review the school’s current attendance actions and promote effective attendance initiatives

leaders align professional development to support teachers to consistently embed teaching and learning priorities

leaders implement school operational systems, policies and processes to meet the government requirements

Every six months:

leaders and teachers monitor the effectiveness of attendance initiatives to determine what is working, identify areas that need adjustment, and report findings and next steps to the Board

leaders analyse progress and achievement data to further develop and consistently embed teaching and learning priorities, and report findings to the Board

Annually:

leaders evaluate and report to the Board on the effectiveness of attendance initiatives and incorporate findings into strategic planning

senior leaders review student progress and achievement, school strategic goals and the outcomes from the annual plan, and report findings to the Board, to inform future strategic and annual planning

leaders monitor the reliability, consistency and effectiveness of school systems, processes and practices to ensure ongoing fidelity and compliance with requirements.

Expected outcomes

Increased attendance to meet ministry targets.

Raised achievement at all levels of the school, with increased equity.

Consistent, highly effective teaching practices.

School policies and procedures that reflect current legislation and up-to-date Ministry of Education requirements.

The next public report on ERO’s website will be a School Report and is due within four years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki

Let’s continue to work together for the greater good of all children

Sharon Kelly Director of Schools

7 May 2026

Read this report on ero.govt.nz →