Kaingaroa Road , Chatham Islands
View on mapTēnā 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.
Kaingaroa School (Chatham Islands) caters for learners in years 1 to 8, with a current roll of 6, with 50% Māori and 50% European/Pākehā learners. The school’s mission is to inspire students to flourish and grow with a strong sense of place and identity, while preparing them to succeed in a global environment.
The school and ERO were working together to evaluate the impact of a localised writing curriculum.
The school expected to see:
During the course of the evaluation, learners benefitted from increased opportunities to engage in learning based in the local environment, with increasing levels of learner independence and self-direction. Teaching has continued to reinforce positive behaviours to support successful learning, so that as a very small school they are able work together with improving effectiveness as a community of learners.
| How well are learners succeeding? | The school is working towards high levels of success and progress for all learners. |
| What is the quality of teaching and learning? | Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | The school is establishing planning and conditions that support improvements in the quality of education for learners. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Almost all learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
The school is exceeding the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Most children on the 2025 roll have transitioned into the school this year at a range of year levels.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Yes
Yes
Yes
Yes
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 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
Director of Schools (Acting)
20 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 12 months of the Education Review Office and Kaingaroa School (Chatham Islands) 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
Kaingaroa School (Chatham Islands) is situated on the northern tip of Rēkohu / Wharekauri / Chatham Island. The school’s mission is to inspire students to flourish and grow with a strong sense of place and identity, while preparing them to succeed in a global environment.
Kaingaroa School (Chatham Islands)’s strategic priorities for improving outcomes for learners are to ensure that students:
have a complete sense of mauri ora / hauora where their wellbeing is nurtured, strengthened and able to flourish
are strong in their culture, sense of belonging, enabling them to thrive
are engaged, successful learners and make good progress to meet curriculum expectations.
You can find a copy of the school’s strategic and annual plan on Kaingaroa School (Chatham Islands)’s website.
ERO and the school are working together to evaluate the impact of prioritising wellbeing for learning in order to improve learning outcomes.
The rationale for selecting this evaluation is:
learning data has indicated that foundational skills are an area for improvement
success accessing the local curriculum has proved to be an effective conduit in order to build students’ confidence and engagement in their learning
the development of a range of strategies which better support student confidence and curiosity in learning.
The school expects to see:
the natural and local environments informing teaching and learning across the curriculum
wellbeing for learning approaches developing learners’ social and emotional competencies, as well as their foundational literacy skills
increased learner agency through listening to and responding to student voice.
The school can draw from the following strengths to support its goal to evaluate the impact of prioritising wellbeing for learning in order to improve learning outcomes:
open and strong connections with parents and the community informing the direction of the school to bring about the best outcomes for learners
developing connections with iwi and imi actively supporting children’s learning to be authentic and place based
children are known and responded to for whom they are, their needs, interests and aspirations.
Moving forward, the school will prioritise:
developing success indicators that indicate growth and progression in wellbeing for learning for all tamariki
implementing the local curriculum to broaden foundational skills in language and comprehension.
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
24 October 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of September 2023, the Kaingaroa School (Chatham Islands) Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Kaingaroa School (Chatham Islands), 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
24 October 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home