Kerepehi School

The same report — the board assurance report of 29 February 2024 — 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:

In developing the school’s curriculum the board should ensure students in Years 7 and 8 are provided with appropriate career education and guidance that is designed to prepare them to join the workforce or undertake further education or training when they leave school. [NAG 1(a)]

The board ensures the school obtains a Police vet of every person whom the board or the managers appoints, or intends to appoint, to a position at the school; and who is to work at the school during normal school hours; and who is not a registered teacher who holds a current practising certificate; or a holder of a limited authority to teach. [Education and Training Act 2020]

The board ensures that the required processes are in place for the safety checking of the workforce. [Children’s Act 2014]

The board has taken steps to address the areas of non-compliance identified and some progress has been made.

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 71 — 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. February 2019

   67

   Counted while ERO’s review team was at the school. Education Review Office, report of 3 May 2019

2. November 2015

   54

   Counted while ERO’s review team was at the school. Education Review Office, report of 30 November 2015

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 29 February 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

Background

This Profile Report was written within 18 months of the Education Review Office and Kerepēhi School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context

Kerepēhi School is located on the Hauraki Plains within the boundaries of Ngāti Hako . It caters for students in Years 1 to 8.

Kerepēhi School ’s strategic priorities for improving outcomes for learners are:

to accelerate the progress of students performing below curriculum expectations

to give effect to the New Zealand Curriculum through the integrated Kerepēhi School Curriculum

to use the ‘spiral of inquiry’ to effectively unpack achievement data to support student learning in line with the prescribed achievement challenges of the Hauraki Kāhui Ako .

You can find a copy of the school’s strategic and annual plan on Kerepēhi School ’s website.

ERO and the school are working together to evaluate the extent to which the use of learning progressions and tracking and monitoring impacts on the progress of students who are at risk of underachieving.

The rationale for selecting this evaluation is:

to have more effective use of the learning progressions to assist teachers identify more accurately the specific learning needs of individual students and respond accordingly

to empower students to use the progressions so that they can take more responsibility for their own learning.

The school expects to see:

an increase in overall levels of achievement and an increase in the numbers of at-risk students making accelerated progress

students who are increasingly able to take responsibility for their own learning.

Strengths

The school can draw from the following strengths to evaluate the impact of the use of the learning progression framework on the progress of students who are at risk of underachieving:

review of the learning progressions used by the school to ensure they are fit for purpose

a positive school culture that supports a focus on teaching and learning

leaders who support effective teacher capacity building and practice.

Where to next?

Moving forward, the school will prioritise:

embedding the newly designed tracking and monitoring system that uses the learning progressions to track student progress

ongoing monitoring of student progress and achievement to evaluate the effectiveness the changes in practice in response to the data.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen Director of Schools

29 February 2024

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 →