Kohimarama 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 

Kohimarama School is in central Auckland and provides education for learners in Years 1 to 8. The Kohimarama Way encompasses the school vision and a set of values that underpin all aspects of the school’s culture. These values of Honest, Respectful, Friendly, Committed, Compassionate and Reliable aim to support students to develop positive habits and character.

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. 

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 

Most students are engaged, make good progress and achieve very well; achievement is sustained over time.

• Most learners achieve at or above the expected curriculum levels in reading, writing and mathematics.
• Learners have a strong sense of belonging and pride in their school; they experience a positive and supportive learning environment that enables student success through their strengths and interests.
• The large majority of learners attend school regularly; the school meets the Ministry of Education’s 2024 target for regular attendance.

Conditions to support learner success

Strategic leadership works effectively to sustain and continually improve outcomes for all learners.

• Leadership fosters shared understandings across staff in all areas through well established and clear communication, ensuring efficient and effective school management.
• Coherent systems, including coaching, support high expectations for teaching and learning and help leaders identify key areas for staff professional development.
• Leadership responds to the needs of learners and staff through systematic monitoring of progress that leads to improved learner outcomes. 

Students have rich opportunities to learn through meaningful and intentional experiences.

• Learners’ interests, strengths and individual needs are integrated into an innovative curriculum that focuses on enhancing outcomes and encourages students to take responsibility for their learning.
• Teachers successfully plan and implement a curriculum that includes local content and enables learners to actively engage in their learning.
• Learners with additional needs and those who require extension are provided with targeted support through a wide range of interventions and enrichment opportunities that meet their specific goals.

Key conditions that underpin successful schooling are embedded and well aligned.

• The board comprehensively surveys learners, teachers and whānau to ensure their views and aspirations are represented in strategic decision making.
• Senior leaders have an active partnership with mana whenua, Ngāti Pāoa; this relationship supports the integration of te ao Māori in teaching and learning.
• Teachers are continuing to strengthen te reo Māori and tikanga Māori in class programmes, giving greater effect to Te Tiriti o Waitangi.

Part B: Where to next? 

The agreed next steps for the school are to: 

• further develop high quality teaching practices so that students continue to take responsibility for their learning, extending their progress and achievement
• continue to embed te reo Māori and tikanga Māori throughout the curriculum, building student and staff confidence, knowledge and understanding
• monitor strategies to sustain and further improve regular attendance.

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

Every six months:

• gather and analyse student and teacher feedback on the impact of strategies that help students continue to take increased responsibility for their learning and to inform next steps
• review the integration of te reo Māori and tikanga Māori in school and class programmes to identify further support
• evaluate the impact of strategies used to further improve students’ regular attendance and report to the board, collaborating on where to next

Annually:

• review teaching and learning strategies that support students to continue to take responsibility for their learning and plan how to adapt these across all year levels of the school
• evaluate the impact of integrating te reo Māori and tikanga Māori into school and class programmes
• continue to report to the board on student attendance, progress and achievement to inform ongoing planning for improvement.

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

• students who continue to take responsibility for their learning and extend their progress and achievement
• students and teachers confident in their knowledge and use of te reo Māori and tikanga Māori
• sustained and improved regular student attendance.

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

25 February 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