Kotemaori School

Education institution number:
School type:
Full Primary
School gender:
Not Applicable
Total roll:

4778 State Highway 2, Kotemaori

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Kotemaori School 

Te Ara Huarau | School Profile Report 


This Profile Report was written within six months of the Education Review Office and ​Kotemaori 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 


​​Kotemaori School​ is Years 0 to 8 school, north of Napier. The school was affected by Cyclone Gabrielle and is temporarily located at Putorino School. The school expects to be back on site, in new premises, by the end of 2024. A new principal was appointed at the beginning of the 2024 school year. Prior to this the school was led by a long-term relieving principal.  

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

  • teachers empowering students to take ownership of their learning 
  • enabling students to learn and create in a technological world 
  • empowering students to take care of the world around them. 

You can find a copy of the school’s strategic and annual plan at the current location ofKotemaori School​. 

ERO and the school are working together to evaluate the extent to which curriculum development and assessment practices improve student engagement, progress and achievement.  

The rationale for selecting this evaluation is:  

  • the significant disruption to ongoing learning through management changes and weather events 
  • the need to establish accurate, usable baseline data to clearly identify the learning needs of individual students and respond accordingly 
  • systems for sustainable practice, such as looking at school effectiveness, need establishing. 

The school expects to see: 

  • student progress and achievement known and reported to the board and community 
  • a localised curriculum in place that is embedded and well documented, so that changes in management do not adversely affect teaching and learning 
  • the gathering and use of relevant, standardised assessment information to inform teaching that responds to learner needs and strengths 
  • regular attendance levels improved to meet the Ministry of Education’s targets for each child attending 90% of the time 
  • developing parent partnerships for learning and community consultation about the school’s direction. 


The school can draw from the following strengths to support its goal to have a relevant curriculum and assessment practices that support student engagement, progress and achievement: 

  • student-focused leadership that gives priority to establishing key school conditions for improvement 
  • networking by principal to address improvement actions in a timely way; this includes with the board, neighbouring schools and advisers 
  • relationships between staff and with children are positive and continuing to grow.  

Where to next? 

Moving forward, the school will prioritise:  

  • building on the initial work of the incoming principal to get to know students’ learning needs and to have sustainable assessment systems and practices  
  • providing clear guidance for teaching and learning through a well-documented curriculum to have continuity of learning for students and identify teacher needs for growth and direction 
  • using data to inform the school’s strategic direction, goals and annual priorities 
  • working with whānau and the school’s community, so that they are part of decision making and addressing school improvement priorities for optimum conditions for 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.  

​Shelley Booysen​ 
​Director of Schools​ 

​1 July 2024​   

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 

Kotemaori School 

Board Assurance with Regulatory and Legislative Requirements Report ​2024​ to ​2027​ 

As of ​April 2024​, the ​Kotemaori School​ Board has attested to the following regulatory and legislative requirements: 

Board Administration 



​Yet to confirm​ 

Management of Health, Safety and Welfare 


Personnel Management 






Actions for Compliance  

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

  • a strategic and annual implementation plan for 2024  
    [Education and Training Act, Section 639] 
  •  report to each student at the school and their parents on the student’s progress and achievement at least twice a year
    [Education and Training Act 2022 Amendment 2022, Regulation 21] 
  • undertaken Health Curriculum bi-annual consultation  
    [Section 91 Education and Training Act 2020] 
  • develop and implement a curriculum, as expressed in The New Zealand Curriculum for students in  
    Year 1-13. 
    [Education and Training Act 2022, Section 60A] 

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

Further Information 

For further information please contact ​Kotemaori School​, 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​ 

​1 July 2024​   

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 

Kotemaori School - 13/06/2018

School Context

Kotemaori School is a small, rural primary between Napier and Wairoa. Most of children enrolled are Māori.

The school’s vision focuses on sustainable learning. Key values for students are: ‘learners today - mana tangata; have a heart - whai whakaaro; strive for success - kia kaha; shaping my world - whakaauau; and, human nature – paakiki’.

The school’s strategic aims are for each child to achieve success in literacy and mathematics. Supporting targets are for students to make sufficient progress to achieve at or above curriculum expectations.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in reading, writing and mathematics.

Many children at the school whakapapa to local iwi, Ngāti Pāhauwera. The iwi education trust is continuing to develop its links with the school and curriculum opportunities for students, through a memorandum of understanding.

The principal and board chair are experienced. A part-time classroom teacher works with the principal. The school is a member of a local cluster of rural schools that provides events to bring students together each term.

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 good outcomes for students, with most achieving at their expected curriculum levels in reading, writing and mathematics. Achievement within the school is largely equitable.

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

There is clear evidence of some students making accelerated progress as a result of targeted teaching.

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?

Students learn in a settled and purposeful environment. There are high expectations for self management of learning and tuakana teina is increasingly fostered. Children enjoy a range of outdoor experiences and opportunities for physical activity.

Students’ engagement with learning is increased through strategies to better target teaching and provide responsive curriculum opportunities. These include using relevant learning contexts. Students’ views and interests are woven into literacy and mathematics approaches. Each student’s interests and next steps for learning are carefully monitored and tracked. Students with additional learning needs are well supported through inclusive practices. External support, including that of the Resource Teachers of Literacy (RTLit), is well used by teachers for reading and writing. More purposeful and targeted use of digital technologies for learning is emerging.

There is a sustained focus on each student achieving well and on developing strategies to lift rates of progress. High expectations support each student to make progress and consolidate their learning. Targeted teaching contributes to some students experiencing accelerated progress. The progress of individual students is well known by teachers. The majority of Māori students benefit from the focus on accelerating their progress and achievement.

Culturally responsive teaching and learning strategies continue to develop well. The school’s relationship with Ngāti Pāhauwera enables students and their whānau to participate each term in rich experiences that celebrate their unique place, language and local history. A recent noho marae for students provided additional opportunities for them to experience success as Māori learners.

Community involvement in the school supports ongoing improvement in students’ learning. This is fostered by the principal and board as part of a sustained focus on building productive learning partnerships between students, whānau and trustees. Opportunities are provided each term for whānau to meet and discuss how well the school is providing for their children.

The board’s governance practices centre on improving student outcomes and broadening the range of learning experiences for students. There is a clear focus on making considered resourcing decisions to support achievement. In annual planning, alignment has increased between improvement targets for literacy and mathematics achievement and supporting targeted actions.

Development of teaching practice is aligned to the strengthened school focus on lifting achievement. Appraisal goals, inquiries into teaching practices and professional development are linked to the annual improvement targets. Teachers continue to explore and implement strategies that support students to experience success. External expertise contributes to induction and mentoring for the provisionally certificated teacher and to the principal’s appraisal.

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

The planned review of the school’s curriculum is timely to reflect recent improvements in the teaching of literacy and mathematics. This review should include particular focus on:

  • the key role of the learners in assessment practices and how they can own and lead their learning
  • documenting provisions for the health and sexuality education curriculum, career education and te reo Māori programme
  • providing the board with clear, regular information about progress and achievement in mathematics.

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 the adoption of the health curriculum every two years.

In order to address this, the board of trustees must:

  1. ensure that the outcomes of the biannual community consultation about the health curriculum are recorded and reflected in the school’s curriculum.
    [Section 60B Education Act 1989]

Areas for improved compliance practice

The board’s review of policies and procedures requires strengthening. Implementing a regular cycle of review should help to improve current practice by ensuring policies and procedures are kept up to date with recent changes in legislative requirements or guidelines.

This work should include attention to:

  • the appraisal of the principal and the provisionally certificated teacher that outlines the purpose of improvement goals, teaching and inquiry, observational evidence, feedback and next steps
  • the provisionally certificated teacher’s induction and mentoring programme
  • police vetting and safety checks of non-teaching staff
  • the administration of medicine procedure and analysis and reporting of accidents to the board
  • students who require support with their behaviour, including the use of restraint
  • the education outside the classroom policy to reflect the latest Ministry of Education guidelines.

4 Going forward

Key strengths of the school

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

  • community involvement and partnerships that are student centred and actively support improved success for learners
  • a deliberate focus on strengthening teaching practices and strategies to improve students’ opportunities to learn, engagement, progress and achievement
  • governance by the board that is focused on making planning and resourcing decisions that support improved learning experiences and achievement.

Next steps

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

  • the school curriculum, through the planned review by teachers, whānau and trustees, to reflect current practices and the school’s strategic goals
  • strengthening review of school policies and procedures to keep them up to date with requirements.

ERO’s next external evaluation process and timing

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

Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region

13 June 2018

About the school

Ministry of Education profile number2587
School typeFull Primary (Years 1 to 8)
School roll13
Gender compositionMale 7, Female 6
Ethnic compositionMāori 12
Pākehā 1
Students with Ongoing Resourcing Funding (ORS)No
Provision of Māori medium educationNo
Review team on siteMay 2018
Date of this report13 June 2018
Most recent ERO report(s)Education Review May 2015 
Education Review May 2012 
Education Review April 2011