Kaipaki School

Kaipaki School

Te Ara Huarau | School Profile Report


This Profile Report was written within six months of the Education Review Office and Kaipaki School 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


Kaipaki School is a full primary school for students from Years 1 to 8. The school is located equidistant between Cambridge and Hamilton. Kaipaki School is part of the Te Oko Horoi Kāhui Ako|Community of Learning.

Kaipaki School’s strategic priorities for improving outcomes for learners are:

  • to continue to develop a culture of active ownership of learning by embedding the responsive curriculum with a literacy focus

  • to further develop the ‘Kaipaki Way’ promoting positive behaviour for learning through a focus on learning dispositions of collaboration, communication and critical thinking

  • to continue to build the team of learners including students and staff, through wellbeing initiatives and growing leadership capabilities

  • to continue connecting the community with learning, through local histories and the environment.

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

ERO and the school are working together to evaluate the extent to which learning dispositions (critical thinking, collaboration and communication) raise achievement for those students whose progress needs accelerating, and extends the progress of others.

The rationale for selecting this evaluation is:

  • to support the school=wide focus on active ownership of learning through the use of dispositions and to evaluate the impacts of this approach on learner outcomes

  • to support the school focus on equity and excellence for all learners including Māori, Pacific and learners with additional needs

  • to support further growth of focused and effective teaching and learning strategies across the curriculum

  • to ensure the school has the most effective systems, processes and resources in place to support learning.

The school expects to see:

  • equitable and excellent outcomes for all Kaipaki learners

  • a refined approach to strengthening the use of dispositions in learning, informed by evidence from stakeholders (learners, teachers and whānau)

  • systems, processes and resources in place and utilised to support the growth in learner dispositions.


The school can draw from the following strengths in its goal to evaluate the extent to which the use of learning dispositions accelerates progress and raises achievement of all students:

  • leaders who are experienced, collaborative and committed to improving outcomes for all learners

  • a well-developed and established framework and approach focused on the use and measurability of dispositions to enhance the learning process and outcomes

  • a school community who are willing to contribute their perspectives to enhance learning in the school.

Where to next?

Moving forward, the school will prioritise:

  • designing the evaluation to ensure the voice of all stakeholders contributes to building understanding about the role of dispositions in learning outcomes

  • reviewing the teaching of dispositions, to more fully understand what is happening across the school

  • reviewing the expected outcomes of each disposition and analysing the relationship with progress and achievement outcomes to more fully understand the impacts on learners.

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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

4 November 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

Kaipaki School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of March 2022, the Kaipaki School 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 Kaipaki School 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

4 November 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

Kaipaki School - 14/08/2018

School Context

Kaipaki School is located near Cambridge and caters for children from Years 1 to 8. The school roll is currently 93 students of whom 13 identify as Māori. The school’s vision statement, ‘bringing learning to life’, is supporting students to ‘develop, live and learn for today and in the future’. The school has well-established values related to respect, integrity, self, and excellence.

An experienced board chairperson leads a newly formed board. Annual targets are focused on accelerating the progress and achievement of students below expected levels in reading, writing and mathematics.

Since the 2015 ERO report a new principal has been appointed, there have been some staff changes and new trustees have been elected.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:

  • reading, writing and mathematics.

Kaipaki School is part of the Te Puna o Kemureti Community of Learning|Kāhui Ako.

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 is achieving excellent outcomes for many students and there are equitable outcomes for Māori students. However, some disparity remains for a small number of boys. The school’s 2017 data indicates high levels of achievement for students in reading, mathematics and writing. Overall levels of achievement in reading, writing and mathematics between 2015 and 2017 increased for all groups of learners. Boys are not achieving as well as girls in reading and writing. However boys’ achievement has improved since 2015. The small number of Māori students are achieving better than other students in mathematics and as well as other students in reading and writing.

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

The school responds effectively to Māori and other students whose learning and achievement need acceleration. Leaders and teachers have sharpened the focus on accelerating the learning of those students who need accelerated learning. In 2018 school targets focus on the small number of students whose learning is at risk. The 2018 leaders have closely monitored individual data to show rates of progress over two terms in reading, writing and mathematics. Data for these students indicates that almost all made accelerated progress since the beginning of 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 curriculum is highly responsive with an appropriate focus on reading, writing and mathematics. Classroom teachers know their target students well and plan appropriate programmes to accelerate learning. They use assessment information well to support differentiated planning and teaching. There is a school-wide focus on bicultural awareness that includes employing a facilitator to work in classrooms. School leaders have identified the need to strengthen the integration of te reo Māori in classroom programmes. External facilitators are also employed by the board of trustees to extend students’ oral language, and sports abilities. Students with special needs are well catered for in inclusive learning environments. Students relate well to meaningful contexts and are well engaged in a variety of learning experiences and this is contributing to equitable and excellent outcomes.

Senior leaders provide strong professional leadership, clear school direction and a shared vision. They are aware of current practices and theories and are change focused. School-wide assessment information identifies student achievement patterns and trends. Student achievement data is used to identify target students and informs appropriate programme design to accelerate learning. The leadership team is committed to improvement of student wellbeing and achievement.

The board is providing well-informed governance. Trustees make resourcing decisions in response to student achievement information and consultation with parents and whānau. A high trust model between the board and principal promotes a collaborative and open relationship. Trustees are focused on providing equitable outcomes for student learning, wellbeing, achievement and progress.

There are well-established processes in place for the school and parents to engage in meaningful relationships. Parents, whānau and the community are fully involved in school activities and are valued partners in learning. The community and parents have been consulted about relevant aspects of the school curriculum. The school maximises community resources to enhance student learning opportunities and well-being. Student learning and achievement are enriched by the partnership in learning between the school and parents, particularly those student whose progress need acceleration.

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

There is a need to build student knowledge and ownership of their own learning and progress. This needs to include students’ use of learning progressions to allow them, with their teachers, to track their achievement and acceleration, and identify their specific next learning goals.

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.

4 Going forward

Key strengths of the school

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

  • a school curriculum that strongly reflects the school’s vision, aims and aspirations for achievement and success

  • school leadership that is providing professional expertise to build teacher capability for ongoing improvement

  • clear direction set by the board of trustees, that establishes challenging goals for student achievement and closely monitors progress

  • well-developed processes that engage the school in reciprocal relationships with parents and the wider community.

Next steps

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

  • building students’ assessment and ‘learning to learn’ capabilities to strengthen their independent learning abilities.

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

14 August 2018

About the school


Kaipaki, near Cambridge

Ministry of Education profile number


School type

Full primary (Years 1 to 8)

School roll

93 students

Gender composition

Girls 50 Boys 43

Ethnic composition

Māori 13
Pākehā 68
Other 12

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

June 2018

Date of this report

14 August 2018

Most recent ERO report(s)

Education Review May 2015
Education Review March 2012
Education Review June 2009