Kamo Intermediate

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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School 

Te Kamo Intermediate School in Whangārei provides education for learners in Years 7 and 8. The roll is currently 691 of which 44% of learners identify as Māori and 44% as Pākehā / New Zealand European. Smaller numbers of learners from other ethnic groups make up the school roll. 

The school vision is: Together Building Tomorrow – He Mahi Tahi mō apōpō and the values are Kindness|Kia Atawhai, Integrity|Kia Pono, Respect|Kia Manaaki and Resilience|Kia Kaha.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the September 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school prioritised continuing to build a collaborative learning culture, implementing sound teaching and learning practices, using analysed data to modify learning and deciding appropriate next steps for learners with specific needs. The school expected to see culturally responsive practices implemented consistently across the school, with students actively engaged in real life learning experiences.

Findings

The school has made good progress. Analysed data is used effectively to modify teaching and learning, particularly for students with additional and complex needs. Culturally appropriate and real-life learning experiences support greater student engagement in learning. 

The greatest shift has been the school’s development and implementation of culturally responsive teaching and learning practices. These are consistently used to respond to meet the diverse needs of learners.

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding?Success and progress for all learners is increasing.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 a consistent focus on supporting learners to gain skills in foundational 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?School planning and conditions to support ongoing improvement to the quality of education for learners are well established.How well does the school include all learners and promote their engagement and wellbeing?The school reasonably 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 reports usefully and accurately 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 SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 7 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Reading

A large majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

A large majority of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Mathematics

A large majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The small majority of learners attend school regularly.
• The school is behind 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.
• Chronic absence is reducing over time. 

Assessment

This section is about how the school assesses learner progress and achievement.

• The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
• Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

• The school has 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 and/or pānui, tuhituhi and pāngarau targets for 2030. 

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• High expectations for teaching and learning support students to develop a strong sense of belonging and participation within a positive, inclusive environment.
• Learners are provided a well-considered curriculum that provides meaningful, real-life experiences specific to their needs and interests and promotes engagement in learning.
• Structured approaches to literacy and mathematics support consistent, high-quality teaching and learning.
• A dedicated, well-equipped learning space supports children with additional and complex needs access the curriculum and experience success.
• Learners receive strong support as they transition into school, move through the school and to the next steps of their learning pathway.
• School leaders work strategically, maintain a clear focus on improvement and develop leadership capacity to support school development. 

Key priorities

• Accelerate learners’ achievement and progress in writing, with a focus on Māori learners and boys' achievement.
• Evaluate the impact of teaching, learning and assessment practices on student achievement, progress and wellbeing, using evidence to guide decisions and strengthen effective approaches.
• Increase regular student attendance to meet the Government’s attendance targets.

Actions to bring about improvement 

Every six months:

• leaders and teachers monitor, review and report on the impact of teaching, learning and assessment practices aimed at improving learner progress and well-being
• leaders review and report on the impact of school initiatives on improving student attendance, identify areas for improvement and adjust as needed Annually:
• leaders evaluate the impact of teaching and learning and assessment practices on learner progress and achievement, and use this information to inform further planning
• leaders and the school Board review overall student progress and achievement, achievement in writing and the accelerated progress of Māori learners and boys and use this information to guide next steps  
• leaders and the School Board evaluate the effectiveness of the attendance initiatives to inform ongoing planning to improve attendance. 

Expected outcomes

• Equitable and improved writing achievement outcomes for Māori learners and boys.
• High quality teaching and learning that supports learner success and wellbeing.
• Student attendance that meets or exceeds the Government’s target for regular attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.

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 meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Provision for International Students 

This section is about the quality of the provision of education for international students enrolled at the school.

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.
The next public report on ERO’s website will be a School Report and is due within four 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

26 November 2025