KingsGate 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 

KingsGate School is a non-denominational Christian school located in Pukekohe, Auckland. KingsGate currently provides education for learners in Years 1 to 11. The school expects to provide education for up to Year 13 learners by 2027. Over the past two years, the school has experienced significant roll growth.

The school celebrates the whole child and equipping them to ’honour God, love learning, serve others and fulfil their potential in Christ’. The school’s SERVE values support students to show strength, empathy, respect, vision and endurance. The school is an active member of the Southeast Christian Kāhui Ako.

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, including any education in Rumaki/bilingual settings.

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

Improving achievement outcomes for all students is an ongoing focus for the school.

• A small majority of students in Years 1 to 10 achieve at or above expectation in reading, writing and mathematics. Boys and girls achieve at similar levels in literacy, with boys outperforming girls in mathematics; data shows significant disparity for Māori and Pacific students in literacy compared with their Pākehā peers and for Māori in mathematics.
• Students with additional needs are well supported to make progress in relation to their needs and pathways.
• Wellbeing data reports that most students participate and learn in a supportive school culture and have positive relationships with their peers.
• The school is improving rates of regular attendance and is approaching the 2030 Government target; chronic absence is reducing over time.

Conditions to support learner success

Collaborative leadership prioritises strategies and actions to improve learner success.

• Provision of professional learning supports consistency of intentional teaching to respond to the ongoing needs of students.
• Positive relationships between leaders, teachers and the board contribute to decision making for continuous school improvement.
• A strategic approach to gathering feedback from students and their families informs responsive planning and action.

Student learning is increasingly supported through a broad and meaningful curriculum.

• The school’s special character fosters a strong sense of belonging and shared ownership of the vision and values.
• Respectful relationships between teachers and students promotes positive levels of engagement and well managed environments for learning.
• A deliberate focus on all students gaining foundation skills in literacy and mathematics strengthens their learning across the curriculum.

Strengthening of systems and processes enables consistency of school-wide practices and improvement actions.

• Liaison with a wide range of external agencies contributes to positive inclusion and responsive planning for learners with additional needs.
• Active involvement in professional networks and the Kāhui Ako supports leaders, teachers and the board to strengthen school capability for improvement.
• The school increasingly provides opportunities to further strengthen partnerships for learning with parents, families and whānau.

Part B: Where to next?

The agreed next steps for the school are to:

• review school-wide assessment practices to ensure consistency and reliability of data
• analyse and use data effectively to measure rates of student progress and inform responsive planning to raise achievement
• implement effective teaching strategies to improve equitable outcomes, especially for Māori and Pacific students, and for girls in mathematics.

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

Within six months:

• explore ways to develop culturally responsive teaching practices to enrich learning in language, culture and identity, especially for Māori and Pacific students.

Every six months:

• grow collective capability in assessment through regular sharing of practice and moderation activities
• monitor and report on the rates of progress for groups of students at risk of not achieving and inform further planning for improvement.

Annually:

• formally evaluate and report on the quality and effectiveness of planned actions to accelerate learning, raise overall achievement and improve outcomes for target learners.

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

• effective use of progress and achievement data to support high quality internal evaluation for continuous improvement in learner outcomes
• a strengthened culturally inclusive curriculum supporting higher levels of engagement and success for all learners.

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)

23 May 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