Keith Street 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.

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

Keith Street School provides education for 161 learners in Years 1 to 6. 56% of learners identify as NZ European/Pākehā, 52% as Māori, 16% Asian and 10% of Pacific heritage. The school vision of Kia kotahi ai te akoranga, Bringing everybody together to learn, is enacted through the school values of manaakitanga; haumarutanga and akonga.

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 November 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

Leaders focused on providing the conditions for successful teacher, student and whānau partnerships in learning, to progress and accelerate student achievement. The school expected to see target learners in Years 3 to 6 making accelerated progress in literacy, all learners confident and capable in reading, writing and oral language, and teachers who have the skills and teaching to facilitate learning programmes that meet the literacy needs of all learners.

Findings

The school significantly improved teacher, student and whānau partnerships in learning. A structured approach to the teaching of literacy is fully implemented and is focused on planning and teaching to the needs of the students. Accelerated progress has been achieved for some students in literacy. The school strengthened the capability of teachers to meet the literacy needs of all 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.

Achievement in Years 1 to 6

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 students 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 not yet 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 not making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.

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

• Students are identified early for additional learning and behaviour support and experience an inclusive, affirming school culture grounded in the school’s values and strong integration of te reo Māori, tikanga Māori, and te ao Māori.
• Senior leaders build leadership capacity across the school by promoting shared leadership and a collaborative staff culture. Leadership decisions clearly align with the school’s strategic goals.
• Leaders and teachers prioritise inquiry into strategies to increase the progress and learning of targeted students.
• Teachers use clear, structured ways to teach reading, writing, and mathematics to build strong learning foundations; learners engage in a range meaningful experiences through a responsive curriculum that meets the needs of students.
• Teachers engage in targeted professional development in literacy and mathematics. They are well supported to strengthen their capability through collaborative sharing of practice, robust feedback, and through the school’s embedded professional growth cycle.

Key priorities

• Improve achievement for all learners in reading, writing and mathematics.
• Strengthen school-wide assessment practices in literacy and mathematics that align with the new curriculum to accelerate learning and achievement of all students, especially in literacy.
• Develop the data and assessment literacy of leaders and teachers to better monitor the progress and achievement of students and to evaluate the impact of teaching practices on learner outcomes.
• Increase regular attendance for all learners.

Actions to bring about improvement

Within six months:

• leaders finalise agreed school wide teaching and assessment practices in literacy and mathematics

Every six months:

• teachers and leaders review progress and achievement of target learners in literacy to identify effective strategies for accelerating progress and adapt learning programmes where necessary to meet learner needs
• leaders review, identify trends and patterns and report to the Board and community progress on improving regular rates of attendance

Annually:

• teachers and leaders evaluate the impact of teaching and assessment practices in literacy and mathematics on learner achievement to inform future decision making
• leaders and the Board review attendance strategies, tracking progress against Government targets to guide future decisions and resourcing to improve attendance.

Expected outcomes

• Improved achievement for all students in literacy and mathematics.
• Consistent school-wide teaching and assessment practices support excellence and equitable outcomes for all learners.
• Increased and sustained regular attendance for all students.

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 meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

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

11 December 2025