Katikati College

Katikati College - 17/09/2019

School Context

Katikati College provides education for 841 students in Years 7 to 13. The roll includes 19% who identify as Māori and 4% as Pacific. There are 18 international students.

The school states that its valued outcomes for all students are expressed through the school vision of ‘An innovative learning community to maximise people potential’, with the MARK values of Manaakitanga, Ako, Rangitiratanga, Kotahitanga. These are the guiding principles for the charter and school operations. Inclusion, wellbeing and engagement are key desired outcomes.

Strategic goals for 2019 include: providing personalised programmes that meet the needs and aspirations of all learners; attracting, developing and retaining inspiring staff; engaging meaningfully and collaboratively with the wider school community and strengthening partnerships between the College, caregivers and whānau.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

  • achievement of national qualifications
  • Māori student achievement
  • engagement and wellbeing.

Since the November 2016 ERO report, a new principal and three new deputy principals have been appointed.

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 successfully promotes excellent outcomes for many learners.

A large majority of students achieve at expectation in National Certificates of Educational Achievement (NCEA) Levels 1 and 2 with half the students achieving Level 3. Many of these students receive merit or excellence endorsement of their certificate. This data is consistent over time. Māori and boys achieve less well at all levels of NCEA.

There is no common, overall assessment and achievement picture across subjects in years 7 to 10. Department leaders report that the majority of students achieve at or above expectations in their respective faculties. School leaders indicate there are many students below expected levels of learning on entry at Year 7. There is disparity in achievement for Māori and boys in Years 7 – 10.

Students with additional learning needs are well supported to participate, progress and successfully achieve in relation to appropriately developed Individual Education Plans.

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

The school is developing new systems and practices to more effectively track, monitor and respond to the rate of progress of priority learners. Literacy and numeracy data for Year 7 and 8 shows a number of students, including Māori and Pacific, have made accelerated progress through 2018.

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’s broad based curriculum provides many opportunities for students to participate and celebrate success in a wide range of academic, sporting, cultural and leadership activities. Pathways, including tertiary programmes, Gateway, STAR and Industry Training Organisation courses, provide options for senior students who receive sound careers advice and guidance. Leaders are empowering teachers to explore new ways of teaching and learning. Regular review and developments focus on growing student agency, promoting deeper learning and enhancing the presence of culture, language and identity across the school. There is a well-considered approach to transitioning students into the school at Year 7.

Leaders and teachers use a suitable range of assessment tools to gather baseline data, appropriately identify students at risk of not achieving and establish broad annual school targets. Individual student achievement is well monitored. Teachers use this data to identify and respond to students’ interests and learning needs. The introduction of a number of initiatives, such as hubs and rumaki classes, in the junior school is promoting a greater collegial and collaborative approach to addressing the learning needs of junior students.

Trustees and leaders forged powerful partnerships with parents, whānau, iwi and the wider community. Local businesses and industry work collaboratively with college staff to provide a range of opportunities for students to gain experience and develop skills. The introduction of the Pou Arahi initiative involves iwi representatives working strategically with leaders and trustees to better represent and reflect Māori aspirations and perspectives and improve outcomes for Māori students.

A range of systems and processes are in place to promote student wellbeing. Student voice, including anonymous surveys, provides important feedback on many aspects of school operation. Students benefit from the strong schoolwide focus on inclusion. Relationships amongst students and teachers are generally positive and respectful. The new Pou Whare system provides mentoring and coaching for students and complements the work of Deans and form teachers.

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

The school and ERO agree on the need to refine assessment practice in Years 7 – 10 to establish consistent expectations and standards across all learning areas. This should:

  • provide a clearer picture of progress and achievement for students and parents
  • enable more effective tracking and responses to the rate of progress of priority learners
  • enhance the use of formative assessment for learning
  • support the evaluation of the impact of teaching, programmes and initiatives on student outcomes.

A sound appraisal framework supports teachers to improve their practice and inquire into their teaching. A number of recent refinements have been introduced. It is important to robustly implement this process to support the development of teacher capability and grow collaborative practice to better meet the diverse needs of students. Improving the outcomes for all learners and removing the disparity for Māori and boys is a priority for the school.

Internal evaluation needs further development. Overall pictures of schoolwide information and NCEA achievement are evident. Patterns of achievement and outcomes for individuals and groups and cohorts of students are recognised and shared. A key next step is to more deeply explore this data to identify why the pattern exists, what has worked and where to next.

Leaders and trustees have introduced a number of new systems and initiatives. Developing clear indicators of expected outcomes at the planning stage should assist with reporting of progress and evaluating the effectiveness of these programmes.

3 Other Matters

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were 18 international students attending the school.

The school uses sound processes to monitor the provision of pastoral care, accommodation, English language learning, appropriate learning programmes, community links and achievement for international students.

4 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.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Katikati College’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

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

  • sound systems and processes to support student wellbeing
  • curriculum that promotes student engagement and achievement
  • strong links with families, whānau, iwi and the wider community.

Next steps

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

  • strengthening internal evaluation to more deeply inquire into data, evaluate the impact of new programmes and promote improvement
  • providing more equitable outcomes for those Māori and other students identified at risk of poor educational outcomes
  • continuing to grow teacher capability and promote collaborative teaching practice.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • continue to update policies and procedures to ensure they align effectively and are current with legislation.

Phil Cowie

Director Review and Improvement Services Central

Central Region

17 September 2019

About the school



Ministry of Education profile number


School type

Secondary (Years 7 – 13)

School roll


Gender composition

Female 51%, Male 49%

Ethnic composition

Māori 19%
NZ European/Pākehā 69%
Asian 7%
Pacific 4%
Other ethnic groups 1%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

June 2019

Date of this report

17 September 2019

Most recent ERO report(s)

Education Review November 2016
Education Review November 2013

Katikati College - 11/11/2016


Katikati College has strong links to the local community. Students are confident, have a strong sense of belonging and enjoy success in an environment that is safe and inclusive. Their achievements are recognised and celebrated. Relationships among students, teachers and whānau are positive and respectful. 

ERO is likely to carry out the next review in three years.

1 Context

What are the important features of this school that have an impact on student learning?

Katikati College vision states that the school provides ‘meaningful opportunities to inspire all learners to reach their full potential as valuable members of society’. This is supported by the school's strategic intent ‘to improve the achievement of Māori and Pacific learners through culturally responsive and relational pedagogies and school-wide inquiry’. Guiding principles provide direction for all staff. The promotion of high levels of success in keeping with the vision benefit all students in a positive and caring learning environment that fosters a sense of wellbeing and academic success.

The principal provides leadership that is embedding the school’s agreed vision. He has been well supported by the board of trustees, and they have worked together to provide effective governance for the school. Self-review practices are enabling trustees and leaders to make informed decisions about future development and directions. They have identified the need to develop a culturally responsive curriculum that is focused on the needs of all students and particularly Māori students.

The senior leadership team provide valuable and consistent day-to-day management and leadership of learning for the school. Leaders are focused on building the collective capability of teaching staff.

Parents and the community make a valuable contribution to the school’s inclusive culture. Their support, and the work of staff is ensuring a holistic school curriculum is developing to encourage students to develop life-long learning attributes and become leaders of the future.

At the time of this ERO review in August 2016, there were 851 students on the roll, 163 of whom are Māori and 37 Pacific students. There are 16 international students. The school’s roll has increased and there is greater cultural diversity. The college is situated adjacent to the primary school and has a long history of influence in the local community. It has a positive ERO reporting history.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

College leaders and teachers are increasingly effective in using student achievement information to make positive changes to improve learners’ progress and achievement. Student achievement data is used to inform decisions about funding and resourcing for programmes and projects. These initiatives are reviewed and evaluated in relation to college targets and, in particular, the achievement of Māori and Pacific learners.

The school’s overall achievement data for National Certificate of Educational Achievement (NCEA) from 2013 to 2015 indicates that overall students achieve as well as, and above students in similar schools. There are groups of boys that do not achieve as well as girls. Māori learners as a cohort are achieving below comparisons with others in the school.

College NCEA trends show that student achievement has consistently improved since 2013, and that the college is likely to meet the Better Public Service target of 85% of all leavers at Level 2 and above by 2017.

National Standards achievement data in Years 7 and 8 shows positive trends in reading, writing and mathematics. Although Māori and Pacific achievement is below non-Māori, progress is positive and mid-year 2016 data indicates that there is significant improvement in the achievement of these learners. This positive trend should enable the college to reach the target of 85% for Year 8 learners to be at and above National Standards by 2017.

The college’s strategic focus on Māori learners’ achievement has resulted in a school-wide approach for the success for all Māori learners. The Accelerating Māori Achievement (AMA) initiative introduced in 2016 monitors the learning behaviours and progress of all Māori learners in Years 7 to 13. This information provides teachers with a range of rich anecdotal information about how Māori learners are engaging in learning. Teachers regularly analyse information about the progress of Māori learners, and evaluate this information related to all curriculum areas.

The establishment of whānau classes has a positive influence on Māori learners. In Years 7 and 8 Pourua class achievement data showed that in 2015 these students made greater progress in relation to other Māori students. A Poutoru whānau class was established for Years 9 and 10 Māori learners at the beginning of 2016. A whānau Pumanawa class provides pastoral support for Māori learners in Years 11 to 13. These initiatives aim to build a strong sense of identity and belonging for Māori students.

In Years 9 and 10 teachers identify learner progress and achievement using a range of assessment tools and curriculum-based tests aligned to appropriate curriculum levels. School 2015 data shows that there is a significant disparity in achievement between Māori and Pākehā learners. To promote the engagement of all learners in Years 9 and 10 the college has introduced an end of year certificate for Year 9 and an end of year diploma for Year 10. In line with the college's strategic plan it is also important for leaders to review the proportion of award allocation for different ethnic groups. Consultation with local iwi and Pacific parents should assist this review process.

High expectations for learning, academic mentoring, and support from external agencies contribute to Pacific learner success. A number of Pacific learners are English Language Learners. In 2015, the college achievement data showed that over half of these learners were achieving National Standards in reading. In writing and mathematics, fewer learners were achieving the National Standard. The major focus on engaging in productive partnerships with aiga and conferences, involving the parents, learner, and teacher are contributing to strong learning partnerships. Educational outcomes for Pacific learners show that there are high levels of achievement in NCEA and that these learners are achieving at levels comparable to Pākehā learners.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The college’s curriculum is increasingly effective in promoting and supporting learners. College leaders have a clear and coherent vision to raise Māori achievement through a culturally responsive curriculum.

Heads of faculty have worked collaboratively with teachers to develop faculty goals that align their curriculum to the college's strategic intent. Together, they design and implement a curriculum that aims to be meaningful and culturally responsive to the needs of learners. Teachers engage in a range of formal and informal professional learning and development to integrate culturally responsive practices in their teaching.

Teachers use Kia eke Panuku strategies to successfully engage students. Senior leaders are deliberately promoting the embedding of these good practices across the school. Teachers and curriculum leader’s work together to improve the consistency of their practice in learning, and increasing teacher understanding and capability with respect to agreed expectations for teaching practice. Strategies involving teachers sharing progress and development about all target students, are assisting and supporting improvement in learning outcomes.

Students choose from a range of academic, sporting and cultural learning experiences. Initiatives designed to meet the identified strengths, interests and abilities of groups and individuals have been introduced. These include classes for students with special abilities and additional needs, and some with a focus on using information and communication technologies (ICT) as a tool for learning.

The ARC (aspiration, responsibility, and citizenship) award system established in 2012 aims to provide learners with meaningful learning opportunities, to inspire Years 7 to 13 students to reach their full potential, and to become valuable members of society. Consideration should now be given to reviewing this initiative so that it more closely aligns with the college's strategic direction and goals.

In 2016 the college implemented a new teacher appraisal system. This system encourages frequent communication among teachers about their practice. Leaders and teachers need to embed the new appraisal processes and monitor the consistency and use of effective strategies. The strengthening of teaching as inquiry to include target learners should encourage teachers to reflect on the degree to which their teaching practices are effective, and meet the needs of their target learners.

How effectively does the school promote educational success for Māori, as Māori?

The school is working effectively to promote educational success for Māori as Māori through the charter goal of culturally responsive and relational pedagogies. This strategic intent is aligned to faculty and teacher inquiry and planning. The full implementation of whānau classes, Kia eke Panuku, Accelerating Māori Achievement, and the opportunity to learn te reo and tikanga Māori throughout the college should sustain and contribute to improved equitable educational outcomes for Māori learners.

Māori students provide strong leadership and actively promote te reo and tikanga Māori practices through pōwhiri, kapa haka, karakia and waiata. The importance of their role as tangata whenua is recognised and celebrated.

Success for Pacific learners:

The visibility and presence of Pacific cultures within the college has been strengthened. The Aiga room provides a culturally safe meeting place where Pacific learners’ wellbeing is nurtured and they receive academic mentoring. A Pacific performing arts group bring to the school the unique cultural traditions of Pacific nations. Parents and families willingly participate and contribute to their children’s learning.

The college has established Samoan and Tongan language assessments in Years 11 to 13 NCEA, (Pacific achievement) to provide these students with the opportunity to achieve success in their own language and culture.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance. It is developing coherent organisational conditions to promote evaluation, inquiry and knowledge building.

The leadership of the principal is providing effective and strategic direction. He has led the school focus on building culturally responsive and relational teaching practices particularly for Māori and Pacific learners. The principal is well supported by his senior leaders. Together they work collaboratively with heads of faculty to promote positive and improving equitable educational outcomes for all learners.

All heads of faculty are expected to review outcomes of whole-school initiatives and teacher practices in relation to student achievement. Faculty reflections and other self-review practices are contributing to improvements in teaching and learning.

Trustees are representative of the community. They scrutinise student achievement data to prioritise decisions about resourcing, staffing and school initiatives. They reflect on their own practice, are well informed, and work in the best interest of all learners.

Areas for review and development

Trustees, leaders, and teachers acknowledge that there are a significant number of Māori learners, particularly Māori boys, who are underachieving. To realise equitable and excellence outcomes for these students it is imperative that all staff fully understand and enact the school vision and guiding principles of the strategic plan.

College leaders need to consider how they can develop conditions necessary for all teachers to have collaborative learning partnerships with parents and whānau of Māori learners.

Provision for international students

The Education (Pastoral Care of International Students) Code of Practice 2016 (the Code)was introduced on July 1st 2016. The school is aware of the need to update its policies and procedures to meet the new code requirements by December 1st 2016.

At the time of this EROreview there were 16 international students attending the school including three exchange students.

The school is making good progress in aligning its policies and procedures to meet requirements for the 2016 Code.

Board assurance on legal requirements

Before the review, the board of trustees 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:

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

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.


Katikati College has strong links to the local community. Students are confident, have a strong sense of belonging and enjoy success in an environment that is safe and inclusive. Their achievements are recognised and celebrated. Relationships among students, teachers and whānau are positive and respectful.

ERO is likely to carry out the next review in three years. 

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

11 November 2016

About the School


Katikati, Bay of Plenty

Ministry of Education profile number


School type

Secondary (Years 7 to 13)

School roll


Number of international students


Gender composition

Girls 53% Boys 47%

Ethnic composition






Other European

Other Pacific








Review team on site

August 2016

Date of this report

11 November 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2013

August 2009

August 2006