Kedgley Intermediate

The same report — the board assurance report of 31 March 2025 — 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 and the board have identified the following areas of non-compliance during the board assurance process:

ensure all procedures and practices relating to the school’s Child Protection Policy are implemented and in accordance with section 15 of the Oranga Tamariki Act 1989 [Section 15 of the Oranga Tamariki Act 1989; Sections 18 and 19 of the Children’s Act 2014: School boards’ child protection policies]

ensure that from 7 February 2024, teachers and authorised staff member have completed the online module on the content of the Guidelines issued under section 101 of the Act [Education (Physical restraint) Rules 2023 (MoE); Sections 99-101 of the Education and Training Act 2020]

authorise teaching and non-teaching staff who have been trained in appropriate use of approved physical restraint practices [Education (Physical restraint) Rules 2023 (MoE); Sections 99-101 of the Education and Training Act 2020]

ensure all procedures and practices relating to the stand-down of any student are implemented in accordance with the relevant provisions of the Education and Training Act 2020, the Education Stand-down, Suspensions, Exclusions and Expulsion Rules 1999 and guidance issued by the Ministry of Education. [Sections 78-79 of the Education and Training Act 2020]

The board has since taken steps to address the areas of non-compliance identified.

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

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 734 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. November 2017

   694

   Counted while ERO’s review team was at the school. Education Review Office, report of 16 January 2018

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 31 March 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

Kedgley Intermediate, a multicultural school in Papatoetoe , Auckland, provides education for students in Years 7 and 8. The school’s purpose is to nurture their community of ākonga to succeed through acceptance, confidence and connection.

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 previous ERO report of August 2023, ERO and the school have worked together to evaluate how well the local curriculum reflects the histories, narratives and people within the school community.

Expected Improvements and Findings

The school expected to see:

Ākonga experiencing a responsive, rich, broad and deep localised curriculum, that continually improves and responds to their cultures, languages and identities.

Students experience a rich and diverse learning environment where their cultures are consistently valued and celebrated.

School leaders continue to engage with and build meaningful connections with the community to inform the localised curriculum.

An explicit focus on all ākonga to experience deep learning in relation to te ao Māori, te reo Māori me ōna tikanga and mātauranga Māori.

Staff and students have increased opportunities to engage in good quality te reo Māori learning; collective capability and capacity building remain a priority for school leaders.

Staff work collaboratively to embed te ao Māori, te reo Māori me ōna tikanga and mātauranga Māori into the school’s curriculum to build students bicultural capability.

Leaders, teachers, stud ents and whānau continue to raise the profile and value of te ao Māori across the school.

Other Findings

The greatest shift that occurred in response to the school’s action is the commitment demonstrated by staff and students to learn te reo Māori and strengthen tikanga across the school; there is a strong sense of ako , where both teachers and students are supporting each other’s progress.

Part B: Current State

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

Learner Success and Wellbeing

Some students are engaged, make good progress and achieve at expected levels.

A small majority of students are at or above the expected curriculum levels in reading by the end of Year 8; less than half of students are at the expected curriculum levels in writing and mathematics by the end of Year 8.

Achievement Data shows variable student progress in foundation learning areas over time; raising student achievement, accelerating progress and addressing inequity, needs to be a priority for the school moving forward.

Most students have a sense of belonging and inclusion; relationships between staff and students are founded on mutual trust and allow students to access support to improve their wellbeing when required.

Half of students attend school regularly and chronic absences are not yet reducing over time; the school is not meeting the Government targets for attendance.

Conditions to support learner success

Leaders increasingly drive improvement in teaching and learning for enhanced outcomes for students.

Leadership fosters a culture of collaboration and wellbeing for staff and students; the diverse identities, languages and cultures of the school community are recognised, valued and affirmed.

Leaders promote relational trust and collaboration through the distribution of roles and responsibilities and build leadership capacity for students and teachers.

Student information informs decision making; improvement goals focused on accelerating student progress and achievement are not evident in school planning documents.

Leaders and teachers are strengthening systems and processes to provide a responsive curriculum and consistent high-quality teaching practice.

Students experience a broad curriculum in settled, organised and responsive learning environments where they develop mutually respectful relationships with their peers and teachers.

Teachers engage in professional learning focused on literacy and numeracy and are beginning to implement changes to improve teaching and learning in foundation learning areas.

Teachers are building their understanding of achievement data and use of data to inform teaching practices and accelerate student progress.

School systems and processes are being strengthened to bring about success and improvement over time.

Teachers and leaders work collaboratively and have increased the visibility and quality of te reo Māori, tikanga Māori and mātauranga Māori.

School leaders and the board value work in partnership with whānau ; connections with whānau are increasingly focused on student progress and achievement.

The board reflects the school community and is regularly involved in the life of the school; they are not yet scrutinising high-quality attendance, engagement and achievement data to inform decision making.

Part C: Where to next?

The agreed next steps for the school are to:

review strategic priorities to ensure a clear focus on improving student attendance, engagement and achievement

establish school wide approaches for structured literacy and numeracy programmes, including the collection and use of standardised achievement information to increase clarity and consistency for teachers and students

provide relevant professional learning to build teacher capability and confidence with the collection and use of data focused on accelerating student progress and improving achievement outcomes

implement systems and processes so that staff are familiar with key policies and increasing staff familiarity to ensure compliance and consistency.

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

Within three months:

strategic and annual planning include targets for improving student attendance, engagement and achievement, including tracking and monitoring progress of revised priorities

structured literacy and numeracy approaches and assessment practices agreed upon and implementation has begun, including professional learning for teachers

teachers are engaged in professional learning about the collection and use of student achievement data, with a focus on improving teaching practices for accelerating student achievement

a plan has been established to ensure ongoing staff engagement with key policies and procedures, especially those related to student safety and welfare.

Every six months:

review progress against targets for student attendance, engagement and achievement to inform next steps

review implementation of literacy and numeracy approaches to identify further improvements

monitor staff engagement in professional learning and the impact on teaching and learning and student outcomes

establish that staff understand and have implemented key policies and procedures and plan forward actions accordingly.

Annually:

evaluate and report the extent to which student attendance, engagement and achievement has been improved and plan next steps

evaluate the impact of literacy and numeracy approaches on student progress and achievement outcomes

evaluate the impact of professional learning and identify future priorities.

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

improved student attendance, engagement and achievement

students attending school regularly

high quality teaching and assessment practices in all classes across the school; teachers have the capability to accelerate student progress and achievement

leaders and teachers implementing school policies and procedures and confidently contributing to policy review to ensure compliance.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all students. 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

31 March 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 →