Kereru Park Campus

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 

Kereru Park Campus is a full primary school located in Papakura, South Auckland, providing education for approximately 164 learners. Kereru Park Campus offers Level 1 Māori immersion and Level 3 Bilingual learning for Years 1 to 8. The school values – Aroha, Manaakitang, Rangatiratanga are embedded across the school.

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

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.

Achievement in Years 0 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.

Attendance

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

• Less than half 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 not yet improving towards or beyond the target.
• Chronic absence is not yet reducing over time.

Assessment

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

•  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

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

• The school is developing good quality planning to increase the rate of progress for all groups of students.
• The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is not making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

Support 

During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support to the Ministry of Education.

Rumaki/Reo Rua Outcomes and Conditions to Support Learners Success 

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.

Learner success and wellbeing

• Ākonga in Te Mahuri are exposed to local contexts, narratives and experiences that validate prior knowledge and affirm their cultural identity.
• A small majority of ākonga in Te Mahuri are achieving at or above expected curriculum levels in pāngarau, less than half are doing so in tuhituhi and pānui.
• Ākonga in Te Mahuri lead te ao Māori and tikanga Māori practices in the kura and are beginning to apply these skills within their communities.

Conditions to support learner success

• Foundational skills and learning areas from Te Marautanga o Aotearoa are integrated into the marau-ā-kura, enabling ākonga to experience the breadth and depth of the curriculum.
• Targeted interventions in literacy for second language learners remain essential to improve ākonga outcomes.
• Leadership and kaiako actively engage with whānau to foster and support cultural growth.

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

• Leadership is initiating efforts to set and pursue goals aimed at improvement, including actions to accelerate the progress of learners at risk of underachievement.
• The curriculum provides students with a range of learning opportunities, with one hour daily dedicated to pānui/reading, tuhituhi/writing and pāngarau/mathematics across both Māori and English medium.
• The school is beginning to implement structured literacy and is introducing structured mathematics, along with Rangaranga reo ā-tā and Poutama Pāngarau.
• Leaders and teachers are focusing on professional growth to enhance their capabilities and support student progress and wellbeing.
• A variety of programmes are offered to support the health and wellbeing of learners and increase engagement with whānau and the wider community.
• Learners develop positive, inclusive, and supportive relationships with both staff and peers, fostering a strong sense of belonging within their school community.
• Leaders have revised and strengthened attendance initiatives, resulting in a positive impact on learners' regular attendance. Data from Term 4 2024 and Term 1 2025 indicates that regular attendance is now improving, and chronic absenteeism is decreasing.

Key priorities

• Improve student outcomes in reading, writing and mathematics.
• Act with urgency to accelerate progress for those students who are not yet meeting curriculum level expectations.
• Increase regular attendance for all students.
• Monitor and track progress towards strategic priorities, particularly in the areas of literacy and numeracy to bring about improvement.
• Establish school-wide assessment and evaluation processes to measure the impact of actions and initiatives on improving outcomes.
• Improve outcomes in reo ā-waha, pānui, tuhituhi, and pāngarau through rigorous analysis of achievement data to inform strategic goals and targeted resourcing decisions.

Actions to bring about improvement

Within three months:

• teachers track the progress of learners who are not yet meeting expected outcomes in reading, writing, and mathematics to identify areas of success and inform responsive next steps
• leaders and teachers strengthen use of assessment data to ensure teaching and learning are responsive to the needs of all learners, particularly when learners are working independently
• leaders and teachers explore internal evaluation frameworks and tools for Te Mahuri

Within six months: 

• the School Board and leaders monitor and track progress towards strategic priorities, particularly in the areas of literacy and numeracy to bring about improvement and identify next steps

Every six months:

• leaders carry out school-wide observation cycles to monitor and analyse the quality of independent learning tasks
• the School Board and leaders monitor and respond to the effectiveness of strategies used to improve regular attendance
• the School Board and leaders monitor the progress of ākonga achievement and impact of targeted interventions in Te Mahuri

Annually:

• teachers and leaders review the quality of independent learning tasks, planning, teaching, and assessment practices and identify areas that need further improvement
• the School Board and leaders scrutinise student achievement and accelerated progress in reading, writing and mathematics and use this information to guide targeted teaching, strategic priorities and resourcing
• the School Board and leaders review attendance patterns and successful strategies to improve regular attendance and plan for the following year
• review the effectiveness of evaluation within Te Mahuri in relation to ākonga outcomes, to inform targeted actions and resourcing decisions.

Expected outcomes

• Improved learner achievement and accelerated progress in reading, writing and mathematics.
• High quality guided and independent learning tasks promote engagement in learning.
• Prioritised strategic goals focused on student progress and attendance.
• Increased rates of regular attendance.
• Improved progress and achievement for all learners in Te Mahuri, with a focus on accelerated learning for targeted groups.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

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

Recommendation to the Ministry of Education

ERO recommendations the Ministry of Education provide tailored support to bring about improvements in learner progress and achievement.

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 

10 September 2025