Kaitoke School (Claris)

School 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. 

About the School  

​​Kaitoke School (Claris) provides education for students in Years 1 to 8, on Aotea (Great Barrier Island). The school’s roll is 41, 29% of whom are Māori.  

​The school vision is Whāia ki te teitei – Aim High. Values of respect/whakaute, responsibility/haepapa and resilience/manawaora guide teachers and learners.​ 

Part A: Parent Summary 

Progress since ​May 2023​ ERO report 

​​The school has evaluated the impact of an innovative, authentic, localised curriculum on the engagement, wellbeing and achievement of all learners. 

​The school expected to see happy, confident, lifelong learners within a localised curriculum that is authentic to Kaitoke School and which promotes imagination, creativity and success for all. 

• ​Teaching and learning programmes have a focus on authentic experiences in the local environment.
• ​Wellbeing initiatives based on school values have been introduced, these have led to more settled behaviours and increased attendance.
• ​Learners report a strong sense of belonging and connection to the school’s environmental and sustainability focus. 

​During the evaluation, it was found that teaching and learning programmes based on authentic contexts have led to engaged learners and raised achievement in reading, writing and mathematics.​ 

How well placed is the school to promote educational success and wellbeing? 

Achievement in Years 0 to 8 

This table outlines how well students across the school meet or exceed the expected curriculum level. 

Attendance 

The school is ​approaching​ the target of 80% regular attendance. 

The school ​is developing a suitable plan​ to improve attendance. 

Regular attendance ​is​ improving towards or beyond the target. 

Assessment 

​​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.​ 

Progress 

The school ​has​ good quality planning to increase the rate of progress for all groups of students. 

The school ​has significantly​ 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 meeting Government writing targets and is ​making​ progress towards meeting Government reading and mathematics targets for 2030 and agrees this will need to be a key strategic priority. 

An explanation of the terms used in the Parent Summary can be found here Reporting | Education Review Office 
 

Part B: Findings for the school 

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school. 

Areas of Strength 

​​Leadership at Kaitoke School is responsive, inclusive, and future-focused ensuring alignment between the school’s vision, targets, and classroom practice. 

​Achievement has improved steadily in recent years; a large majority of learners make sustained progress and achieve at the appropriate curriculum level, particularly in foundational skills; targeted interventions are in place to accelerate achievement for those working below expected levels. 

​Whānau and student voice are valued and actively inform the strategic direction of the school. 

​Teachers set high expectations, have a focus on continuous improvement and are supported by professional learning that directly aligns with the school’s strategic goals. 

​Learners show high levels of engagement with localised and authentic learning experiences.​ 

Key priorities and actions for improvement  

The agreed next steps for the school are to: 

• embed a school-wide focus on mathematics, including acceleration initiatives to raise engagement and achievement in mathematics
• refine teaching and learning programmes and assessment practices to integrate the new literacy and mathematics requirements to further sustain learner progress and achievement
• continue to strengthen teaching, assessment and wellbeing frameworks to ensure that every learner feels safe, valued, equipped to thrive and actively participates in their learning
• review and refine initiatives that lead to more regular attendance

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

Within six months: 

• draft a schoolwide overview in mathematics that aligns to the revised curriculum and includes targeted acceleration initiatives
• implement a programme of professional development for teachers to focus on structured mathematics, literacy and assessment approaches
• survey students to understand how well wellbeing initiatives are meeting their needs and how they see themselves as active learners
• consult with the school community about initiatives that will raise regular attendance  

Every six months: 

• analyse achievement in mathematics to measure the impact of the revised curriculum and acceleration initiatives
• observe teachers and provide feedback about the impact of professional development
• provide opportunities for learners to set and evaluate goals based on their learning and wellbeing
• review attendance data to ensure that more students are attending regularly  

Annually: 

• analyse achievement data in reading, writing and mathematics and set professional learning goals on the basis of learner needs
• collect student voice to evaluate the impact of wellbeing and engagement initiatives and design further initiatives
• report to the school community on the impact of attendance initiatives that have been successful in raising regular attendance. 

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

• raised achievement in mathematics to meet school and Government targets, and accelerated learning for those who need it
• coherent and consistent teaching, and assessment practices that support accelerated and sustained achievement
• engaged and confident learners who can set and evaluate learning goals
• most students attending school regularly.  

Part C: Regulatory and Legislative Requirements 

Provision for International Students  

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.  

No international students were enrolled at the time of the ERO review. 

Board Assurance with Regulatory and Legislative Requirements 

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: 

Board Administration 

​​Yes​ 

Curriculum 

​​Yes​ 

Management of Health, Safety and Welfare 

​​Yes​ 

Personnel Management 

​​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​ 

Education Counts 

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home