Te Kamo High School

What ERO wrote in its latest report

This is ERO’s report of 13 February 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

Te Kamo High School, in Whangārei provides education for learners in Years 9 to 13. The roll is 749, including 49% Pākehā/New Zealand European, 37% Māori, 8% Pacific heritage, 5% Asian, and 1% other ethnic groups. The school’s values are Tū Pono (Pride), Aroha Atu (Respect), Ōna Tū (Self-Management), Urunga (Participation), Tū Tonu (Perseverance) .

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, 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 for learners are becoming more equitable and excellent.

In 2024, a small majority of learners achieved National Certificate of Educational Achievement (NCEA) Level 1 and 3, a large majority of learners achieved NCEA Level 2 and less than a third achieved University Entrance.

Less than a third of learners start at the school achieving at expected levels in literacy and numeracy. Most learners achieve NCEA literacy and numeracy qualifications in their senior years.

The school is working towards consistently achieving equitable outcomes for Māori learners.

Less than half of learners attend school regularly. Regular attendance is improving towards the Government target of 80% and chronic absence is reducing. Improving all learners’ attendance remains a priority for the school.

Conditions to support learner success

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

Leaders at all levels work collaboratively with a shared focus on improving learner outcomes.

Leaders are strengthening schoolwide culture and conditions, including forming a strong, well-connected school community that is purposeful, and improvement driven.

Leaders actively guide the development of data capability across the school. Teachers and leaders use data purposefully to inform decisions, plan teaching, and effectively monitor and review progress.

Strategic and annual planning reflects a commitment to improvement. Enhancing the evaluation and refinement of initiatives and planning would help provide clearer focus and direction.

Curriculum and teaching practice are strengthening across the school.

Teaching practice is variable. Teachers and leaders are in the early stages of embedding consistent, high-quality approaches that support positive learning behaviour and maximise learning time.

Leaders and staff prioritise and focus on developing effective literacy and numeracy teaching to help students build foundational skills and progress successfully.

Senior students are supported through a well-developed curriculum that offers coherent pathways, diverse options, and personalised guidance. They are prepared to achieve appropriate qualifications and access meaningful pathways.

School conditions are increasingly inclusive, supportive, and learner focused.

The school environment is increasingly positive and settled, with respectful relationships between teachers and students who value the encouragement and support they receive.

Students requiring additional support for learning are identified through strong processes. Their progress is tracked and in-class support provided. Teachers are supported to learn and use strategies that meet their needs.

Staff foster an inclusive environment that values diverse cultures, identities and individuality. Staff provide personalised guidance and care for students’ health and emotional wellbeing.

The school has improved access and provision in te reo Māori , resulting in significant growth in student participation and engagement across the school.

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

Improve regular attendance and reduce chronic absence levels.

Strengthen effective teaching practices, prioritising classroom management strategies.

Further embed literacy and numeracy strategies.

Develop an impact-focused strategic and annual plan that includes a small number of clear, measurable goals with actions to improve attendance, engagement, achievement, and teaching practice.

Actions to bring about improvement

Within three months:

leaders and teachers identify students with chronic absence and engage whānau to understand barriers

leaders provide targeted professional development on effective teaching and classroom management strategies and support teachers to embed these consistently

staff participate in workshops to embed literacy and numeracy strategies across all learning areas

leaders review current data and school systems to identify a small number of high-impact strategic initiatives, then develop and implement targeted goals with clear actions, timelines, and measures

Within six months:

leaders implement targeted attendance support plans and monitor progress

leaders observe and provide feedback on implementation of classroom management practices and literacy and numeracy strategies

Every six months:

leaders and the Board analyse attendance trends and effectiveness of interventions, refining strategies

leaders monitor and report on progress in teaching practice and student engagement, adjusting support as needed

leaders and teachers track literacy and numeracy achievement outcomes and refine support and resources accordingly

leaders evaluate progress of selected strategic initiatives, report on impact and adjust actions deliberately

Annually:

leaders and the Board review overall attendance improvement, and identify further actions to sustain improvement and address ongoing challenges

leaders evaluate the impact of effective teaching practices and literacy and numeracy strategies to plan next steps and integrate these into the annual plan

leaders and the Board assess overall success of strategic and annual goals and plan next steps based on evidence, with a focus on maintaining clarity and evaluating impact.

Expected outcomes

Improved regular attendance for all learners.

Improved teaching effectiveness and student engagement.

Increased and sustained literacy and numeracy outcomes.

A focused, evidence-based strategic and annual plan that drives measurable improvement.

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

13 February 2026

Read this report on ero.govt.nz →