Kaitaia Intermediate

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Not Applicable
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45 North Road, Kaitaia

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Kaitaia Intermediate

Te Ara Huarau | School Profile Report


This Profile Report was written within 18 months of the Education Review Office and Kaitaia Intermediate 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


Kaitaia Intermediate School provides education for students in years 7 and 8. The school has nine classrooms, three of which are bilingual classes that cater for students who wish to learn in Te Reo Māori me ōna Tikanga.

The school continues to work with a Student Achievement Facilitator from the Ministry of Education to further develop and refine effective teacher pedagogy and practice.

The school has managed a change in leadership. Over the last 12 months it has been led by the Acting Principal and Acting Deputy Principal.

Kaitaia Intermediate’s strategic priorities for improving outcomes for learners are:

  • to lift student progress and achievement

  • to create a culture of relational trust where teachers are empowered and supported to develop their professional practice to better support accelerated student achievement.

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

ERO, the school and an external facilitator are working together to evaluate how effectively school processes and practices are raising student progress and achievement. This is being achieved through building a learning focused culture that holistically promotes wellbeing and culture, language, and identity of all students

The rationale for selecting this evaluation is:

  • to raise student progress and achievement

  • to support teachers to use reliable assessment information to track, monitor and respond to students' learning needs and progress

  • to design and implement a culturally responsive localised curriculum that supports and promotes student learning

  • to build relational trust across the school.

The school expects to see:

  • a focus on equity and excellence to holistically raise student overall progress and achievement

  • the use of assessment frameworks for teachers that provide a systematic approach to using appropriate tools and methods to gather a range of reliable and valid information

  • a curriculum that promotes student learning and increases student access and opportunities in a variety of meaningful educational experiences

  • high levels of relational trust that foster collaboration and promote growth.


The school can draw from the following strengths to support it in its goal to evaluate how effectively school processes and practices are raising student progress and achievement.

  • Leadership who continually refine improvement plan and strategies to align with school priorities.

  • Inclusive, respectful relationships and restorative practices.

  • Continual development of internal evaluation on the impact and effectiveness of the schools’ strategies.

Where to next?

Moving forward, the school will prioritise: 

  • continuing to adapt implementation and strategy to deliver on school priorities

  • teachers supporting students to develop agency in their learning to improve achievement outcomes and experience success

  • to develop high levels of professional capability and collective capacity to continually improve.

The school has addressed the two areas for improved compliance practice identified in the last ERO Report.

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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

2 September 2022 

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

Kaitaia Intermediate

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of May 2022, the Kaitaia Intermediate Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management 






Further Information

For further information please contact Kaitaia Intermediate Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

2 September 2022 

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

Kaitaia Intermediate - 30/06/2020

School Context

Kaitaia Intermediate is in the township of Kaitaia and caters for students in Years 7 and 8. Māori students currently make up 84 percent of the 261 students on the school roll. The school has experienced roll growth in the last few years. Many staff, members of the board of trustees and whānau have longstanding associations with the school.

The school provides three bilingual classes to cater for students who wish to learn te reo Māori me ōna tikanga. Aspects of tikanga and te reo Māori are offered throughout the school.

The school’s vision promotes students to be ‘confident, connected, actively involved, lifelong learners who demonstrate respect, responsibility and form positive relationships’. School values include students who will ‘stay safe, show respect, be responsible and strive for excellence’.

Current school targets focus on increasing the number of students achieving at or above the national curriculum expectations in reading, writing and mathematics.

Since the 2016 ERO review, the school has had three principals and changes in the teaching staff. A new principal was appointed in Term 1, 2019. Ongoing change has impacted on the sustainability of curriculum, assessment and assurance processes and systems. The next steps noted in ERO’s 2016 report have not been addressed and remain priorities for the school. These priorities relate to:

  • strengthening schoolwide achievement systems
  • teachers using effective teaching strategies to accelerate student progress and achievement
  • students using achievement data to enable them to identify their own next learning steps.

The school is a member of the Te Kāhui Tai Kura o Te Hiku | Community of Learning (CoL).

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school has not yet developed the capacity to promote equitable and excellent outcomes for all students. Over the last three years there has been a steady decline in literacy and mathematics achievement. The 2019 achievement data show that less than half of all students achieved at expectation in literacy and very few achieved in mathematics. New initiatives have been introduced to support leaders and teachers to better track and monitor student progress.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

At the time of this review the school could not provide broad evidence of accelerated learning for those students who need this. Leaders have introduced a framework for identifying students at risk of not achieving. Some teachers have evidence to show accelerated progress for some students.

School achievement information needs to include further data for targeted children who need to make accelerated progress. Leaders and teachers need to systematically target this cohort of students and regularly monitor the expected rates of progress to lift achievement.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The school has a strong focus on the pastoral care of students. Classrooms are settled, learning environments. Some teachers use effective teaching practices to support deep learning for students in their classes. Students, in these classrooms, talk about what helps them to learn, have a strong sense of belonging, and demonstrate the school values.

Students with additional learning needs are supported with an individual education plan. Learning assistants work alongside these students to further support their learning. External agencies are accessed when appropriate.

The development of learning-centred relationships that involve parents/whānau in their child’s learning has been successfully extended through the use of online platforms.

The principal is building positive relationships with staff, students and whānau. He is leading the development of a new school curriculum that interweaves the local context and is increasingly responsive to students’ Muriwhenua cultural identity.

School leaders are working more closely with local schools to ensure that students transition positively into and out of the school.

Trustees have a strong commitment to supporting the school and the principal through their governance role. Well-managed finances enable board resourcing to support programmes, teacher aides and additional teaching staff. It is timely for the board to receive more evaluative reports from school leaders about how well the resourcing of these initiatives is lifting student achievement.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

School leaders and trustees acknowledge that curriculum initiatives are at a beginning stage, and further developments are needed to strengthen schoolwide processes and practices. They now need to develop an action plan focused on raising student achievement to achieve equity and accelerated learning for students.

To promote more equitable outcomes for students and to accelerate students’ learning, school leaders and teachers need to:

  • further develop coherent and coordinated leadership of teaching and learning

  • make better use of internal expertise to model teaching practices that accelerate students’ learning at all levels of the school

  • develop processes to ensure consistency of effective teaching practice across the school

  • systematically gather and use relevant student achievement information to identify trends and patterns related to ethnicity, gender and the accelerated progress of groups of students

  • provide regular evaluative reporting to the board, on target groups of students, to help trustees to scrutinise achievement data and determine what is making the biggest difference to the learning of these students.

Trustees need to:

  • strengthen the board’s evaluation capability

  • access training to increase understanding of their stewardship role and responsibilities in the areas of personnel and curriculum.

3 Board Assurance on Legal Requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Kaitaia Intermediate’s performance in achieving valued outcomes for its students is: Needs development.

ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • students participating and learning in caring and supportive environments
  • positive staff and student relationships based on manaakitanga and whanaungatanga
  • the principal building relational trust at all levels of the school and community.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • ensuring coherent and co-ordinated leadership of effective teaching and learning practices to enable students’ accelerated progress
  • building internal evaluation capability at all levels of the school that is focused on improving outcomes for students
  • trustees strengthening their understanding of the board’s roles and responsibilities.

Areas for improved compliance practice

To improve current practice, the board of trustees requires assurance that systems to ensure student safety and wellbeing comply with school policies. This includes:

  • implementing robust processes and procedures for student suspensions and stand downs

  • following appropriate processes for appointing staff.

Recommendations to other agencies

ERO recommends that the Ministry of Education support the school in order to bring about improvements in:

  • raising student achievement
  • developing leadership of effective teaching and learning practice across the school
  • developing a school improvement plan that identifies specific actions needed to ensure greater equity and excellence, and acceleration of learning.

ERO recommends that the New Zealand School Trustees Association supports trustees with training regarding the board’s stewardship role.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

30 June 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.