Khandallah 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

Khandallah School provides education to students in Years 1 to 6. Of the 327 students, 64% identify as New Zealand European|Pākehā, 28% as Asian and 9% as Māori.

The school’s vision Inspiring future stars|Tātai ki te rangi is underpinned by the school values of Respect|Whakaute, Responsibility|Haepapa, Kindness|Atawhai, Excellence|Kairangi, Resilience|Manawaroa.

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

The school expected to see teachers effectively use the school’s assessment practices to meet the needs of all groups of students.

Findings 

All students’ progress and achievement are effectively tracked and monitored using robust assessment practices. The school is focused on implementing new assessments in line with curriculum changes and new literacy and mathematics programmes.  

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.

•  Most learners attend school regularly.
• The school is  at 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 

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 number of English Language Learners attending the school has significantly increased over the last five years with 27% of the roll receiving Ministry of Education funding to support English language learning.

• 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set 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

• School leaders work collaboratively, are improvement focused and ensure that expectations for high-quality teaching are clear, shared and monitored. They promote a reflective culture that supports staff to review their teaching practice to positively impact learner outcomes.
• A distributed leadership model supports well-known systems, processes and practices across the school, promoting common expectations to guide behaviour, teaching and learning.
• High quality teaching of structured literacy and mathematics is prioritised across all classes. Warm, respectful relationships are highly evident between teachers and students, with well understood classroom routines promoting a good pace of learning and student confidence.
• Students requiring additional support, including English Language Learners, are identified and provided with effective assistance to access the school curriculum and experience success. Additional resourcing and appropriate professional development for all staff working with these learners supports their success.
• An appropriate range of Professional Learning and Development (PLD) is in place to support and grow teacher capability in key teaching and learning areas aligned to the school’s planning and the refreshed curriculum and Government priorities.
• A range of initiatives are in place to promote positive relationships with families/whānau which enable them to work with school staff to support positive learning outcomes for students. 

Key priorities

• Develop and implement a documented school attendance plan using the Stepped Attendance Response (STAR) framework and share this with the school community.
• Strengthen annual planning documentation to clearly articulate the school’s goals for learners, enabling the school Board and leaders to evaluate the impact of the actions taken.

Actions to bring about improvement 

Every six months:

• using the school’s attendance strategy, regularly review to identify effective initiatives and plan actions for improvement for the next six months
• analyse achievement and outcome information to know the impact of the actions taken as part of the annual implementation plan

Annually:

• evaluate the effectiveness of the attendance plan initiatives and develop a plan for the following year
• evaluate the effectiveness of the strategic actions taken to improve learner outcomes to guide ongoing planning.

Expected outcomes

• Improved regular attendance.
• Improved outcomes for learners.

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

Actions for compliance 

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

• the school must ensure that child protection policies, procedures and guidelines are known and implemented
  [Section 18 and 19, Children’s Act 2014; Section 15 Oranga Tamariki Act 1989]
• as part of emergency preparation, lockdown drills need to be undertaken regularly
  [National Civil Defence Emergency Plan Order 2015].

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

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

27 January 2026