Kilbirnie School

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 211 — 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. March 2019

   205

   Counted while ERO’s review team was at the school. Education Review Office, report of 2 May 2019

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 30 September 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School 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

Kilbirnie School provides education for learners in Years 1 to 6. There are 198 Students on the school roll, 63% identify as Pākehā , | New Zealand European, 21% identify as Asian, and 7% identify as Māori . Kilbirnie School’s C.A.R.E values are confidence, achievement, respect and empathy .

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

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding? Success and progress for all learners is increasing.

What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.

How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.

How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.

How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.

Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

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

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

Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

The large majority of learners attend school regularly.

The school is approaching the target of 80% regular attendance.

The school has a suitable plan in place to improve attendance.

Regular attendance is not yet improving towards or beyond the target.

Chronic absence is not yet reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.

Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

The school has good quality planning to increase the rate of progress for all groups of students.

The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is making progress towards Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

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 outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

Learners are supported to achieve well in reading, writing and mathematics. Structured literacy and mathematics have been strategically implemented across the school.

Staff have undertaken professional learning to strengthen their teaching practice in core subjects.

An embedded inquiry model supports teachers to review, strengthen and grow their professional practice, focused on improved student achievement and accelerated progress.

Leaders and teachers work collaboratively to grow professional capability and a shared understanding of quality teaching practice through ongoing staff inquiry, collegial discussions and schoolwide initiatives. Responsive teaching practices and a welcoming, inclusive school culture support learners.

Rates of regular attendance have improved. Targeted strategies and initiatives are in place, and the school is nearly at the Government target of 80% for regular attendance.

Key priorities

Further strengthen and evaluate the use of assessment progress and achievement information to inform teaching and learning.

Further strengthen the teaching of reading, writing and mathematics to increase equitable outcomes for all learners.

Improve staff knowledge and use of te reo Māori, tikanga Māori and te ao Māori within the school’s curriculum.

Further improve regular attendance.

Actions to bring about improvement

Within six months:

review the school attendance plan and evaluate the effectiveness of strategies to improve regular attendance

Every six months:

leaders and teachers check student mid-year progress in reading, writing, and maths to see how well programmes are working and to help improve equitable outcomes for all students

leaders and teachers regularly support and review the use of te reo Māori and tikanga through classroom observations and student feedback

leaders and teachers review school attendance planning to identify trends and patterns and adjust the plan as required

Annually:

the Board use achievement information for all learners in reading, writing, and mathematics to strategically design targeted actions that accelerate progress, improve achievement, and promote equity for every learner

leaders and the Board evaluate the impact and outcomes of increased levels of te reo Māori and growth in the use of cultural practices to strategically plan next steps

leaders and the Board evaluate the effectiveness of initiatives used to increase regular attendance to inform adjustments to attendance plans for the following year.

Expected outcomes

Improved and equitable learner outcomes in reading, writing and mathematics.

Increased student and staff knowledge and use of te reo Māori and schoolwide learning opportunities that support tikanga Māori and te ao Māori .

High levels of regular student attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

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

30 September 2025

Read this report on ero.govt.nz →