Kedgley Intermediate

Kedgley Intermediate

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.

Context 

Kedgley Intermediate, a multicultural school in Papatoetoe, Auckland, provides education for students in Years 7 and 8. The school’s purpose is to nurture their community of ākonga to succeed through acceptance, confidence and connection. 

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part C: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Previous Improvement Goals

Since the previous ERO report of August 2023, ERO and the school have worked together to evaluate how well the local curriculum reflects the histories, narratives and people within the school community. 

Expected Improvements and Findings

The school expected to see:

Ākonga experiencing a responsive, rich, broad and deep localised curriculum, that continually improves and responds to their cultures, languages and identities.

  • Students experience a rich and diverse learning environment where their cultures are consistently valued and celebrated.
  • School leaders continue to engage with and build meaningful connections with the community to inform the localised curriculum. 

An explicit focus on all ākonga to experience deep learning in relation to te ao Māori, te reo Māori me ōna tikanga and mātauranga Māori.

  • Staff and students have increased opportunities to engage in good quality te reo Māori learning; collective capability and capacity building remain a priority for school leaders.
  • Staff work collaboratively to embed te ao Māori, te reo Māori me ōna tikanga and mātauranga Māori into the school’s curriculum to build students bicultural capability.
  • Leaders, teachers, students and whānau continue to raise the profile and value of te ao Māori across the school.

Other Findings 

The greatest shift that occurred in response to the school’s action is the commitment demonstrated by staff and students to learn te reo Māori and strengthen tikanga across the school; there is a strong sense of ako, where both teachers and students are supporting each other’s progress. 

Part B: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

Some students are engaged, make good progress and achieve at expected levels. 
  • A small majority of students are at or above the expected curriculum levels in reading by the end of Year 8; less than half of students are at the expected curriculum levels in writing and mathematics by the end of Year 8.
  • Achievement Data shows variable student progress in foundation learning areas over time; raising student achievement, accelerating progress and addressing inequity, needs to be a priority for the school moving forward.
  • Most students have a sense of belonging and inclusion; relationships between staff and students are founded on mutual trust and allow students to access support to improve their wellbeing when required.
  • Half of students attend school regularly and chronic absences are not yet reducing over time; the school is not meeting the Government targets for attendance.

Conditions to support learner success

Leaders increasingly drive improvement in teaching and learning for enhanced outcomes for students.
  • Leadership fosters a culture of collaboration and wellbeing for staff and students; the diverse identities, languages and cultures of the school community are recognised, valued and affirmed.
  • Leaders promote relational trust and collaboration through the distribution of roles and responsibilities and build leadership capacity for students and teachers.
  • Student information informs decision making; improvement goals focused on accelerating student progress and achievement are not evident in school planning documents. 
Leaders and teachers are strengthening systems and processes to provide a responsive curriculum and consistent high-quality teaching practice. 
  • Students experience a broad curriculum in settled, organised and responsive learning environments where they develop mutually respectful relationships with their peers and teachers.
  • Teachers engage in professional learning focused on literacy and numeracy and are beginning to implement changes to improve teaching and learning in foundation learning areas.
  • Teachers are building their understanding of achievement data and use of data to inform teaching practices and accelerate student progress.
School systems and processes are being strengthened to bring about success and improvement over time. 
  • Teachers and leaders work collaboratively and have increased the visibility and quality of te reo Māori, tikanga Māori and mātauranga Māori.
  • School leaders and the board value work in partnership with whānau; connections with whānau are increasingly focused on student progress and achievement.
  • The board reflects the school community and is regularly involved in the life of the school; they are not yet scrutinising high-quality attendance, engagement and achievement data to inform decision making.

Part C: Where to next? 

The agreed next steps for the school are to: 

  • review strategic priorities to ensure a clear focus on improving student attendance, engagement and achievement
  • establish school wide approaches for structured literacy and numeracy programmes, including the collection and use of standardised achievement information to increase clarity and consistency for teachers and students
  • provide relevant professional learning to build teacher capability and confidence with the collection and use of data focused on accelerating student progress and improving achievement outcomes
  • implement systems and processes so that staff are familiar with key policies and increasing staff familiarity to ensure compliance and consistency.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within three months:

  • strategic and annual planning include targets for improving student attendance, engagement and achievement, including tracking and monitoring progress of revised priorities
  • structured literacy and numeracy approaches and assessment practices agreed upon and implementation has begun, including professional learning for teachers
  • teachers are engaged in professional learning about the collection and use of student achievement data, with a focus on improving teaching practices for accelerating student achievement
  • a plan has been established to ensure ongoing staff engagement with key policies and procedures, especially those related to student safety and welfare.

Every six months:

  • review progress against targets for student attendance, engagement and achievement to inform next steps
  • review implementation of literacy and numeracy approaches to identify further improvements
  • monitor staff engagement in professional learning and the impact on teaching and learning and student outcomes
  • establish that staff understand and have implemented key policies and procedures and plan forward actions accordingly.

Annually:

  • evaluate and report the extent to which student attendance, engagement and achievement has been improved and plan next steps
  • evaluate the impact of literacy and numeracy approaches on student progress and achievement outcomes
  • evaluate the impact of professional learning and identify future priorities.

Actions taken against these next steps are expected to result in:

  • improved student attendance, engagement and achievement
  • students attending school regularly
  • high quality teaching and assessment practices in all classes across the school; teachers have the capability to accelerate student progress and achievement
  • leaders and teachers implementing school policies and procedures and confidently contributing to policy review to ensure compliance.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all students. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Acting Director of Schools

31 March 2025

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

Kedgley Intermediate

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of August 2024, the Kedgley Intermediate Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Actions for Compliance

ERO and the board have identified the following areas of non-compliance during the board assurance process:

  • ensure all procedures and practices relating to the school’s Child Protection Policy are implemented and in accordance with section 15 of the Oranga Tamariki Act 1989
    [Section 15 of the Oranga Tamariki Act 1989; Sections 18 and 19 of the Children’s Act 2014: School boards’ child protection policies]
  • ensure that from 7 February 2024, teachers and authorised staff member have completed the online module on the content of the Guidelines issued under section 101 of the Act
    [Education (Physical restraint) Rules 2023 (MoE); Sections 99-101 of the Education and Training Act 2020]
  • authorise teaching and non-teaching staff who have been trained in appropriate use of approved physical restraint practices
    [Education (Physical restraint) Rules 2023 (MoE); Sections 99-101 of the Education and Training Act 2020]
  • ensure all procedures and practices relating to the stand-down of any student are implemented in accordance with the relevant provisions of the Education and Training Act 2020, the Education Stand-down, Suspensions, Exclusions and Expulsion Rules 1999 and guidance issued by the Ministry of Education.
    [Sections 78-79 of the Education and Training Act 2020]

The board has since taken steps to address the areas of non-compliance identified.

Further Information

For further information please contact Kedgley Intermediate, School Board.

The next School Board 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.

Sharon Kelly
Acting Director of Schools

31 March 2025

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

Kedgley Intermediate

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 24 months of the Education Review Office and Kedgley 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

Context

Kedgley Intermediate is in Papatoetoe, Auckland, and provides education for ākonga in Years 7 and 8. A diverse and multicultural school that is committed to nurturing a safe space for learning. The school promotes:

  • Equality

  • Le Va

  • Transparency.

Kedgley Intermediate’s purpose is to set ākonga on a lifelong pathway of success through confidence, inquiry & connection. “Kia poipoi te ākonga mo ake tonu ki te tū maia, ki te tūhono, me ki te whakaaro pakiki ki roto i tēnei ao hurihuri.”

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

  • Pono - Providing authentic leadership that promotes self-belief.

  • Rangatiratanga - Lalaga making genuine connections beyond our name.

  • Whanaungatanga - Building a community of learners.

Totō hau tōkiga nei, aua na tupulaga e fāi mai.

Plant a seed today, for the future generations.

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

ERO and the school are working together to evaluate how well the local curriculum reflects the histories, narratives and people within the school community.

The rationale for selecting this evaluation is to support ākonga to know who they are, where they come from and how to navigate the world they live in as positive contributors to their community.

The school expects to see:

  • ākonga experience a responsive, rich, broad and deep localised curriculum, which continually improves and responds to their cultures, languages and identities

  • an explicit focus on all ākonga to experience deep learning in relation to te ao Māori, te reo Māori me ōna tikanga and mātauranga Māori.

Strengths

The school can draw from the following strengths to support its goal to evaluate the local curriculum:

  • leadership collaboratively sustains a culture of relational trust and wellbeing to ensure ongoing organisational capacity building for continuous improvement

  • a transparent and established value-based model, Le Va, which promotes collaborative relationships and a sense of belonging, reciprocated between ākonga, kaiako, whānau and aiga

  • ākonga demonstrate the school values. This is visible within the school and community

  • ākonga are enabled to demonstrate agency throughout the school community and contribute to strategic decision making.

Where to next?

Moving forward, the school will prioritise:

  • providing professional development for all staff to develop a shared understanding of the local curriculum

  • continuing to build staff capability and capacity related to te reo me ōna tikanga Māori.

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

14 August 2023

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

Kedgley Intermediate

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of June 2023, the Kedgley Intermediate Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Kedgley Intermediate, School Board.

The next School Board 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.

Shelley Booysen
Director of Schools

14 August 2023

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

Kedgley Intermediate - 16/01/2018

School Context

Kedgley Intermediate caters for around 700 students in Years 7 and 8. Māori students make up 20 percent of the roll and 53 percent are Pacific. Students are proud of their cultural identity and languages.

After a history of sustained leadership by the previous board chair and principal, this year has brought change with the appointment of a new, experienced principal and a new board chair. The school has many long-serving staff, including the deputy principal, and three of the four assistant principals.

The principal is leading a re-visioning for the school. This has included a review of the school’s mantra, ‘respectful, safe, responsible’ and mission, ‘to challenge and support our students to be the best they can be,’ to nurture students as future leaders in the community and beyond. The school values student achievement in literacy and mathematics.

Over the past three years staff have participated in professional development in mathematics, leadership and assessment. Recently they have begun professional development in curriculum pedagogy.

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

  • reading, writing and mathematics achievement

  • schoolwide improvements.

The school is a member of the Papatoetoe West Kāhui Ako |Community of Learning (CoL).

Evaluation Findings

1 Equity and excellence – valued outcomes for students

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

School achievement information over the last three years indicates that achievement levels have improved and the majority of students achieve at expected levels in reading, writing and mathematics.

The school identifies that boys, both Māori and Pacific, achieve less well than their female counterparts in writing, but are achieving better in mathematics.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school responds well to those Māori and other students whose learning and achievement need acceleration. Where needed, learners are given extra support from specialist teachers and teacher aides. Teachers and leaders monitor and track the progress that these students make. School data indicates that about half of these children make accelerated progress during their two years at the school.

Teachers use achievement information to identify students who need additional support and access to the numerous withdrawal programmes. It is now necessary for leaders to evaluate the impact of these initiatives.

2 School conditions for equity and excellence

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

The school’s processes and practices that are most effective in supporting the achievement of excellence and equity include:

  • the principal’s internal evaluation to identify the school’s strengths and next steps for improvement
  • the recent strengthening of learning partnerships with whānau
  • increased and broader learning opportunities to improve outcomes for all learners.

Equity and excellence is promoted by the principal’s leadership. Since joining the school this year he has begun to:

  • restructure the senior leadership team
  • create a broader, integrated and more responsive curriculum
  • identify teachers who are able to lead key initiatives in school improvement
  • appoint a change team to lead curriculum development.

Many teachers are committed to providing an environment that supports children’s wellbeing. Their inclusive and caring practices ensure that students are confident and capable, and are keen to share their talents and strengths. Students are responding positively to increased leadership opportunities and the different learning experiences they have outside of the classroom. Improved collaborative approaches to building partnerships with parents and whānau are beginning to support whānau wellbeing and students’ future learning pathways.

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

The board and principal acknowledge that school processes and practices for the achievement of equity and excellence need further development.

Using assessment information more effectively across the school is a necessary next step. This should support the continuity and coherence of systems and processes. In-school and cross-school moderation should strengthen the dependability of data. There are increased opportunities for teachers to take on leadership roles within the school to help build collective responsibility for, and capacity to, more regularly monitor and report progress towards school targets.

The board is becoming more effective in its stewardship role. Trustees agree that they require training to increase their effectiveness and to build their governance and strategic planning capability. They are keen to recruit trustees who are actively committed to supporting ongoing school improvement. The board should also develop a work plan to guide its operations and ensure that reports to the board focus on progress towards agreed school goals and targets. Leaders should ensure that the board has the information that it needs to make strategic resourcing decisions.

Senior leaders are beginning to work together as a more collaborative, cohesive team to realise the school’s goals. More focused schoolwide curriculum leadership should support teaching syndicates to prioritise these goals.

A change team has been established to implement a more culturally responsive curriculum that provides students with more challenging learning, critical thinking and problem solving skills. An in-depth evaluation of the school’s curriculum, and the impact of initiatives and professional development, would help to identify the professional learning required to improve teachers’ practices and outcomes for children.

The board, school leaders and teachers would benefit from external support to:

  • clarify leadership roles and develop a shared understanding about effective leadership
  • appraise the performance of the senior leadership team and promote efficient team practices
  • develop a better understanding of internal evaluation that informs ongoing school development.

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 Vulnerable Children Act 2014.

Actions for compliance

ERO identified non-compliance in relation to health and safety, and teacher appraisal. In order to address these areas, the board of trustees must:

  1. implement policies and procedures that meet legal requirements relating to seclusion and the use of security cameras

  2. ensure that staff are appraised annually.

Education Act 1989, 139AB; Privacy Act 1993;State Sector Act 1988, s77A.

4 Going forward

Key strengths of the school

A change team has been established to draw on existing strengths within the school to support sustained improvement and future learner success. Strengths include:

  • the principal’s vision-driven leadership and professional knowledge

  • board commitment to supporting a shared school vision for improvement.

Next steps

The school has established a change management team and a plan that is focused on sustained improvement and future learner success. The school has prioritised and begun work in:

  • curriculum design that broadens students’ learning opportunities, challenges their thinking and promotes innovation and creativity

  • professional development and robust appraisal processes that support all teachers and leaders to implement evidence-based teaching and leadership practices

  • board training that results in increased governance capacity

  • internal evaluation that identifies next steps for school development.

Recommendation

ERO recommends that senior leaders continue to develop their capability and capacity to lead, develop and evaluate more targeted planning.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years. ERO will provide an internal evaluation workshop for trustees and senior leaders. ERO will monitor and discuss progress with the school.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

16 January 2018

About the school

Location

Papatoetoe, Auckland

Ministry of Education profile number

1329

School type

Intermediate (Years 7 to 8)

School roll

694

Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori
Pākehā 
Samoan
Indian 
Tongan 
Cook Islands Māori
Niuean 
Fijian
Cambodian
other ethnicities

20%
3%
25%
20%
14%
8%
3%
2%
2%
3%

Provision of Māori medium education

No

Review team on site

November 2017

Date of this report

16 January 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

2014
2011
2008