Kenakena School

Kenakena School

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  

​​Kenakena School​ located at Paraparaumu Beach, provides education for students in Years 1 to 8. The school’s mission is to create an environment that is exciting, motivating and positive for all learners to ‘develop key competencies for the future’.  

There are two parts to this report. 

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

Part A: Current State 

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

Learner Success and Wellbeing

The school is working towards equitable and excellent outcomes for all students. 
  • Achievement information shows that a majority of learners achieved at or greater than the expected curriculum levels in reading, writing and mathematics.
  • Improving equity for groups of learners, including Māori and Pacific students, remains a priority for the school.
  • An inclusive school environment and culture supports student wellbeing; students show a strong sense of belonging and pride in their school.
  • A majority of students attend school regularly; while the school has not yet met the Government’s target for regular attendance, leaders and teachers work alongside and support whānau to improve attendance. 

Conditions to support learner success

School leadership increasingly strengthens relational trust and collaboration to deliver improvements in learning. 
  • Leaders effectively build relational trust within the teaching team and support staff, resulting in collaborative approaches to professional growth and responsive teaching programmes that meet the needs of learners.
  • Shared leadership responsibilities increasingly prioritise school improvement; leaders and teachers are strengthening evaluative capabilities to better know and understand the impact of initiatives and strategies for improving learner outcomes.
  • Leaders strongly advocate for the health and wellbeing of learners that ensures a positive and inclusive learning environment. 
Responsive teaching practices create positive and respectful learning environments. 
  • Students learn in an environment where they are encouraged to work collaboratively and to take risks with their learning; well-established routines and clear expectations result in calm learning-focused classes.
  • Students needing additional in-class learning and behavioural support are identified and provided with effective assistance; this contributes to a positive and inclusive learning environment.
  • Teachers use assessment information well, to inform teaching and learning and respond to the needs of each learner.
Key school conditions are increasingly well aligned to support learner success. 
  • The board, leaders and staff promote a positive, inclusive school culture, with a clear focus on improving learner engagement and wellbeing; support systems are well-established to reduce barriers to learning.
  • The board is well informed, resulting in decision making that is based on quality information and best practice evidence.
  • Leaders and teachers are strengthening the use of information from a range of sources to plan for ongoing improvement.
  • The board, leaders and staff continue to strengthen partnerships with whānau and the wider community, including local iwi and hapū, to ensure active participation in the planning and decision-making of the school. 

Part B: Where to next? 

The agreed next steps for the school are to:  

  • continue to improve attendance and achievement outcomes in reading, writing and mathematics for all learners
  • further develop the school’s evaluation processes to monitor and review the most significant initiatives for increasing equity in attendance, progress and achievement for all students, particularly for Māori and Pacific learners
  • strengthen partnerships with whānau, using the skills they bring, to improve student learning, engagement and attendance. 

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

Within three months: 

  • review and refine a schoolwide evaluation approach that identifies the extent to which professional learning, and other initiatives, impact on improved learner outcomes and attendance  

Every six months: 

  • continue to track, monitor, analyse and report on attendance, progress and achievement for priority groups of learners
  • evaluate progress and achievement data with a particular focus for the ongoing impact of professional development on student achievement outcomes in the structured literacy acceleration and mathematics intervention programmes.
  • build on current practice to strengthen engagement with whānau, to sustain active participation in the planning and decision-making of the school 

Annually: 

  • continue to review, analyse and report on the effectiveness of professional learning and the impact of teaching and learning programmes on student progress and equity of achievement, particularly for Māori and Pacific learners
  • review, analyse and report on the impact of initiatives to improve attendance
  • continue to gather and review parent, whānau and mana whenua voice on the success of partnerships with the school and engagement with their children’s learning. 

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

  • accelerated progress and achievement for priority groups of learners in reading, writing and mathematics
  • improved and sustained levels of regular attendance rates
  • enhanced internal evaluative practices that effectively assess the impact of actions and inform deliberate decision making for improving student outcomes, particularly for Māori and Pacific learners
  • improved and sustained levels of engagement with whānau and the wider community, with increased participation in the decision-making process of the school. 

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. 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​

​​10 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 

Kenakena School

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

As of ​July 2024​, the ​Kenakena School​ 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: 

  • prepared its first strategic plan and annual implementation plan as required 
    [Section 639 and 138 of the Education and Training Act 2020]
  • in consultation with the school’s Māori community, developed and made known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students  
    [Section 127 and 139 of the Education and Training Act 2020]
  • ensured that its strategic plan and annual implementation plan are available to the public on an internet site maintained by or on behalf of the board 
    [Section 146 of the Education and Training Act 2020]
  • complied with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community 
    [Section 91 of the Education and Training Act 2020]
  • ensured an average of five hours of mathematics teaching and learning is provided per week 
    [Section 90 of the Education and Training Act 2020 (2023 Amendment)]
  • ensured policies and procedures are well-communicated to all staff and families, whānau of students and consistently applied 
    [Section 34 of the Education and Training Act 2020]
  • reports in its annual report on the extent of its compliance 
    [Section 597 of the Education and Training Act 2020]
  • obtained a police vet for every person the board appoints or intends to appoint to a position at the school and who is to work at the school during normal school hours 
    [Section 104 of the Education and Training Act 2020]
  • has documents showing that suitable human resource management practices are implemented. 
    [Section 599 of the Education and Training Act 2020] 

The board has ​addressed​ the areas of non-compliance identified: 

  • prepared its first strategic plan and annual implementation plan as required 
    [Section 639 and 138 of the Education and Training Act 2020]
  • ensured that its strategic plan and annual implementation plan are available to the public on an internet site maintained by or on behalf of the board 
    [Section 146 of the Education and Training Act 2020]
  • ensured policies and procedures are well-communicated to all staff and families, whānau of students and consistently applied 
    [Section 34 of the Education and Training Act 2020]
  • obtained a police vet for every person the board appoints or intends to appoint to a position at the school and who is to work at the school during normal school hours 
    [Section 104 of the Education and Training Act 2020]
  • has documents showing that suitable human resource management practices are implemented. 
    [Section 599 of the Education and Training Act 2020]

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

  • in consultation with the school’s Māori community, developed and made known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students  
    [Section 127 and 139 of the Education and Training Act 2020]
  • complied with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community 
    [Section 91 of the Education and Training Act 2020]
  • ensured an average of five hours of mathematics teaching and learning is provided per week  
    [Section 90 of the Education and Training Act 2020 (2023 Amendment)]
  • reports in its annual report on the extent of its compliance. 
    [Section 597 of the Education and Training Act 2020] 

Further Information 

For further information please contact ​Kenakena 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. 

​​​​Sharon Kelly​ 
​Acting Director of Schools​ 

​​10 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 

Kenakena School

Provision for International Students Report

Background 

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. 

Findings 

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code. 

At the time of this review, there were five international students attending the school and no exchange students. 

International students at Kenakena School successfully transition into the school and are effectively supported in their learning. Students receive regular English language support and are well integrated into school life through an established buddy system and regular check in times with the homestay coordinator. Provision is made for students to set and work towards their learning goals. Learning goals are shared with parents and are regularly reviewed and reported. As a result, school governance and leadership are well informed about international students’ wellbeing, learning and engagement. 

Sharon Kelly 
Acting Director of Schools 

​​10 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  

Kenakena School - 17/12/2018

School Context

Kenakena School in Paraparaumu, is situated on the historic Kenakena Pā site. The links to Ngāti Toa as mana whenua and Te Atiawa ki Whakarongotai Marae are valued. Of the 558 students, 14% are Māori, 3% are Pacific and thirty five are English Language Learners. The school roll continues to be increasingly multicultural.

Valued outcomes for students are articulated in: the school’s vision - ‘exciting, motivating, positive’; mission - ‘through meaningful learning contexts develop key competencies for the future’; and TIAKI values. These values are for students to take responsibility, inspire teamwork and independence, aim for excellence, know how to be resilient and insist on respect.

The school’s strategic aim is for 100% of students to be achieving at or above expectation for age and year level, with an emphasis on pedagogy and learning environments to improve the achievement levels of all students. This includes accelerating achievement of those achieving below expectation, aiming for students to be at or above expected levels by the time they leave the school at the end of Year 8.

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

  • achievement and progress in reading, writing and mathematics
  • improved levels of achievement for those involved in specific reading programmes
  • progress for specific year level groups, as they move though the school, in literacy and mathematics.

Staff have participated in the Ministry of Education funded professional learning and development and teacher-led innovation fund (TLIF) focused on personalised learning, e learning, digital and collaborative learning, and the Incredible Years programme.

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 continues to progress the achievement of equitable and excellent outcomes for most learners. Since the August 2014 ERO report, rates of achievement have continued to improve.

Schoolwide end-of-year achievement information for 2017, indicated that overall most students achieved at or above expectation in reading and mathematics and a large majority in writing. Māori students’ achievement is lower than that of their peers with the majority achieving at or above expectation. Disparity continues for boys in literacy, reducing over time. In 2017, almost all Year 8 students achieved at or above expectation in reading.

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

Those students who are at risk of not achieving expected levels are identified, monitored and well known by teachers and leaders. Achievement data for this year shows that there has been success in improving progress for some students to date in 2018.

During 2017, most students identified in the achievement targets made expected progress, with some accelerating their learning over the year. Almost all students receiving extra support through specific reading interventions have made accelerated progress.

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?

School leadership is knowledgeable and inclusive. Leaders work collaboratively together and with staff and provide effective leadership for learning. High expectations support leaders’ and teachers’ ongoing learning, knowledge building and innovation. Teachers’ professional learning and development and inquiry are closely aligned with the school’s goals and priorities. There is a strong focus on building leadership capability across the school. This approach maximises the use of teacher expertise and allows the sharing of effective teaching strategies and practices.

The school has developed comprehensive guidelines and processes for appraisal of staff that promote inquiry and foster collaboration and sharing of good practice.Further developing evaluative questions and judgements in teacher inquiries should further enhance this process.

Students experience a broad curriculum with a wide range of learning opportunities. The shared understanding of the school culture, the TIAKI values and key competencies underpins a culture focused on teaching and learning.Teachers use a range of effective strategies. They work collaboratively to provide inclusive and productive learning environments for all students.

Learner-focused relationships are evident in the classrooms. Teachers encourage students to follow their interests to actively engage them in their learning. Students have a wide range of opportunities to be extended and challenged in sports, music, science, leadership and performing arts.

Responsive systems and processes are in place to identify and support those students with additional learning needs. The school works well with external agencies. Students with high needs are well supported to participate and engage in learning alongside their peers, through individual planning and appropriate use of resourcing.

Priority is given to the pastoral care and wellbeing of students. Strong and effective relationships with parents and whānau support the sharing of information about student wellbeing and learning. Transitions into, through and beyond the school are well-considered and responsive to children and their families. Leaders and teachers actively participate and contribute to local and regional learning networks and initiatives.

Systems, processes and resources provide many opportunities for Māori to be successful as Māori. Culture, language and identity is modelled, valued and celebrated.The school provides a culturally responsive programme that promotes the bicultural heritage of Aotearoa. Leaders and teachers continue to build their collective capacity in culturally responsive practice by extending their comfort and competence in te reo me ngā tikanga Māori.

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

Reflection, review and inquiry are regularly used to inform decisions for improvement. This is supported by a wide range of useful information about learning, progress and achievement. A concentrated focus on evaluation of the impact of pedagogy on accelerating learning should continue to improve outcomes for those groups of students not yet achieving at the school’s expectations.

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.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (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 three full-time students attending and the school hosts short-stay groups of international students over the year. School practices and processes effectively support students’ care, quality of education, involvement and integration into the school and wider community.

4 Going forward

Key strengths of the school

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

  • leadership that has high expectations and supports ongoing learning, knowledge building and innovation of staff to build teacher practice
  • a school curriculum, responsive teaching and learning environments that contribute to high levels of student engagement and ownership of their learning
  • well developed processes that engage leaders and teachers in reciprocal relationships with parents, whānau and the wider education community.

Next steps

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

  • continued use of internal evaluation to determine the impact of initiatives and programmes on improving outcomes for those students most at risk of underachievement.

ERO’s next external evaluation process and timing

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

Alan Wynyard Director Review and Improvement Services

Southern Region

17 December 2018

About the school

LocationParaparaumu
Ministry of Education profile number2878
School typeFull Primary (Years 1 to 8)
School roll558
Gender compositionMale 55%, Female 45%
Ethnic compositionMāori 14%
Pākehā 68%
Pacific 3% 
Asian 5% 
Other ethnic groups 10%
Students with Ongoing Resourcing Funding (ORS)Yes
Provision of Māori medium educationNo
Review team on siteSeptember 2018
Date of this report17 December 2018
Most recent ERO report(s)Education Review August 2014
Education Review August 2011
Education Review June 2008