Kio Kio School

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​​ 

​​​Kio Kio School is a rural school providing education for learners in Years 1 to 8. The school roll is currently 142, of whom 13% identify as Māori. The school’s vision is for students to be confident, relate well to others, strive to achieve the Kio Kio School core values.​​ 

Part A: Parent Summary 

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

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​. 

​​The school is improving teaching and learning.​ 

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 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 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 ​is improving its reporting​ to parents / whānau about their child’s learning, achievement and progress. 

​​The school responds well to a wide range 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.​ 

Achievement in Years 0 to 8 

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

Foundation Skills 

 Reading 

​​Most​ 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 ​not yet equitable​ for all groups of learners. 

Mathematics 

​​Most​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

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. 

Chronic absence ​is​ reducing over time. 

Assessment 

​​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 

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 some progress towards the Government reading, writing and mathematics targets set for 2030.  

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 

​​The principal appointed in Term 3, 2024, quickly established a collaborative team with a shared schoolwide vision and high expectations for improving student outcomes in literacy and mathematics. 

​Increasing the achievement of Māori learners in reading, writing and mathematics and boys in writing, are identified areas for improvement. 

​School strategic planning and a distributed leadership model supports literacy and mathematics professional development to build staff capacity to accelerate the progress of all students. 

​The impact of teaching strategies to improve achievement and regular attendance is increasingly monitored and evaluated to lift student engagement and success.​ 

Key priorities and actions for improvement 

The agreed next steps for the school are to: 

• work towards equitable achievement outcomes for all learners
• grow responsive practices in all areas of the school, particularly the use of te reo Māori, tikanga and mātauranga Māori to build students’ language, culture and identity for educational success
• embed the expectations of the structured literacy and mathematics programmes
• implement, monitor and evaluate the measures in place to improve regular attendance.  

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

Within three months: 

• refine the in-school systems related to the management of achievement information to enable the identification and reporting of progress and accelerated progress of all learners
• formalise a schoolwide plan for developing responsive teaching practices
• review the implementation of structured literacy and mathematics programmes and respond to teacher’s professional development needs
• formalise the plan and processes to increase regular attendance 

Every six months: 

• review and report achievement trends and patterns; respond to identified needs with evidenced based teaching strategies
• implement the plan to grow responsive curriculum expectations and teaching practices and incorporate this goal into teacher professional growth cycles
• review and report to the board on the impact of structured literacy and mathematics programmes to ensure that student needs and interests are being met to support improved achievement
• monitor and report to the board students' attendance so that school leaders and staff respond and take actions to support improved regular and chronic attendance levels 

Annually: 

• evaluate and report to the board students’ progress towards improved literacy and mathematics outcomes for all students
• review and report to the board on the impact and extent of the shifts in responsive practices on students’ achievement and wellbeing outcomes, with a focus on Māori students' success
• evaluate and report on the impact of the implementation of structured literacy and mathematics programmes on student’s progress and achievement
• assess progress towards the national target for regular attendance and respond to the identified needs. 

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

• increasingly equitable outcomes for Māori students in reading, writing and mathematics
• embedded responsive practices schoolwide that continue to grow the use of te reo Māori, tikanga Māori and mātauranga Māori to promote educational success
• the requirements of structured literacy and mathematics programmes are fully embedded
• regular attendance rates are making shifts towards meeting the 80% government target.  

Part C: Regulatory and Legislative Requirements 

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​ 

Actions for Compliance 

​​ERO has​ identified the following areas of non-compliance during the board assurance process: 

• identify, manage and report to the board, hazards that could foreseeably give rise to risks to health and safety  
  [Health and Safety at Work Act, 2015 & Health and Safety at Work Act, Regulations 2016]
• ensure education outside the classroom (EOTC) risk management processes and procedures meet all requirements  
  [Education Outside the Classroom Guidelines MOE, Health and Safety at Work Act, 2015 & Health and Safety at Work General Risk and Workplace Management, 2016]. 

The board has since ​addressed​ the areas of non-compliance identified.  

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)​ 

​​22 May 2025​ 

Education Counts 

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