Kauri Park School

What ERO wrote in its latest report

This is ERO’s report of 10 February 2025 — “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.

Context

Kauri Park School is in Beach Haven, Auckland and provides education for students in Years 1 to 6. The school's vision of resilient, resourceful, reflective learners who value community is underpinned by the values of Atawhai me Whaiwhakaaro | Kindness and consideration, Manawanui | Perseverance, and Ū Kaha | Service .

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.

Part C: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Previous Improvement Goals

Since the ERO report of October 2022, ERO and the school worked together to evaluate how the school’s local curriculum ensured that it was responsive to the needs of learners.

Expected Improvements and Findings

The school expected to see:

A more consistent approach to teaching and learning.

The implementation of a structured literacy approach enables all teachers to teach reading, writing and spelling more consistently.

Teachers use a shared language to support and discuss wellbeing in the classroom, positively impacting student engagement.

Increased rich learning experiences for students.

Learners experience rich and meaningful learning opportunities; they are well supported by members of the school community to participate in a variety of learning programmes.

Implementing whole school kapa haka has developed students’ cultural leadership, ensuring this aspect of te ao Māori is increasingly visible within the school community.

Strengthened formative assessment practices.

Teachers use an agreed schoolwide learning progression tool that enables consistent understanding of formative assessment practices, particularly in writing.

The schoolwide use of structured literacy assessments increasingly informs teachers’ planning and next steps for learners.

Other Findings

During the course of the evaluation, it was found that implementing a structured literacy approach, particularly in the junior levels, fostered increased student ownership of their learning in reading and writing. Teacher confidence in delivering effective literacy instruction also improved.

The greatest shift that occurred in response to the school’s action was the substantial progress made by students at risk of underachieving.

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Outcomes for learners are increasingly equitable and excellent.

Achievement information shows that most students achieve at or above the expected curriculum levels in reading, writing and mathematics.

Māori learners progress well, particularly in reading and writing; the school continues to address disparity in mathematics achievement.

Students express a strong sense of belonging and pride in their school; this supports high engagement in their learning.

The large majority of students attend school regularly; the school has met the Ministry of Education’s 2024 target for regular attendance.

Conditions to support learner success

Strategic leadership demonstrates a strong commitment to school improvement.

Leaders set relevant improvement goals that target the progress and achievement of those learners at risk of underachievement.

Leaders are strengthening relational trust and effective collaboration at every level of the school community to achieve the strategic vision and goals.

Leadership uses evidence well to plan and monitor aspects of the school’s strategic improvement cycle and evaluate the effectiveness of strategies to help learners progress.

Learner success is supported through a broad curriculum and a positive, mutually respectful school culture.

Teachers provide meaningful learning experiences that reflect local contexts, including the wider community, enabling students to see themselves, their identity and culture in the curriculum.

Learners requiring additional support receive targeted resourcing that helps them to progress in their learning.

Teachers intentionally plan and implement te reo Māori, tikanga Māori and te ao Māori throughout all aspects of the school’s curriculum.

School conditions are increasingly well aligned to achieve positive learner outcomes.

Leaders and teachers have high and equitable aspirations for all learners that support their progress, achievement and wellbeing.

Leadership increasingly involves whānau and the community in whole school decision making.

A range of authentic learning opportunities closely connected to the local environment positively promote student engagement in their learning.

Leaders and teachers recognise, affirm and value the different identities, languages and cultures of learners, parents, whānau and the wider community.

Part C: Where to next?

The agreed next steps for the school are to:

consistently embed a schoolwide wellbeing approach that sustains student attendance and engagement

refine the mathematics curriculum so that it is comprehensive, coherent and follows a structured approach

continue to enhance high quality teaching, learning and assessment practices through developing a shared understanding of how students learn, sustaining progress and achievement.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

plan and implement a whole school approach to wellbeing that involves student leader groups and assemblies, strengthening engagement

refine teachers’ professional growth cycles to incorporate a focus on how students learn, supporting the ongoing professional understanding of high quality teaching, learning and assessment practices

Every six months:

prioritise staff professional learning and development opportunities in mathematics to enhance class programmes

evaluate the effectiveness of the structured mathematics implementation to inform next steps

continue to embed standardised assessment practices in literacy to effectively inform student learning

Annually:

analyse student progress and achievement information in literacy and mathematics to identify trends over time and inform ongoing planning

evaluate the impact of the wellbeing approach on student attendance and engagement to identify future actions

report to the board on student outcomes and integrate next steps into strategic planning.

Actions taken against these next steps are expected to result in:

sustained and improved student attendance, progress and achievement

students who confidently use wellbeing strategies to navigate social issues at school

high quality teaching, learning and assessment practices, including the consistent schoolwide delivery of a structured mathematics approach.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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 Acting Director of Schools

10 February 2025

About the School

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

Read this report on ero.govt.nz →