Policies and ERO report


The Kaitaia College Board has developed Policies in a number of areas.These Policies are continually under review.  When this happens the Policy name and number are published in the weekly newsletters.Copies are available to view on request from the Main Office,  and also the Principal, his Secretary, the Deputy Principal, and Assistant Principal.

Education Review Office Report

To the Parents and Community of Kaitaia College,

These are the findings of the Education Review Office’s latest report on Kaitaia College. 

Kaitaia College is a co-educational secondary school located in the township of Kaitaia. Sixty-seven percent of students at the college identify as Maori. Tribal affiliations include Te Rarawa, Ngati Kuri, Te Aupouri, Ngai Takoto and Ngati Kahu. The school also has strong links to the community’s Dalmatian heritage.  A key feature of Kaitaia College is the significant number of inter-generational connections of whanau who live and work in the school and local community. This strong sense of whanaungatanga supports a school culture that affirms caring and mutual respect, and that promotes high standards for educational achievement.

NCEA Level One, Two and Three data for the last three years indicate that the school achievement rates were below that of similar schools. However, in 2008 a significant improvement was noted, particularly for NCEA Level One where completion rates have risen from 38% to 50%. This is now above the average for schools of a similar socio-economic status.  The completion rates for Level One literacy credits also improved significantly in 2008.

Students are courteous, open and honest about their learning experiences. They comment positively on the range of academic, cultural, sporting and leadership opportunities being offered to enhance their achievement and transition from school to work or further education. They are appreciative of the mentoring programme as it supports and enhances their individual academic success.  The use of restorative practices to deal with interpersonal disputes has greatly improved the learning environment for both teachers and students.

The school continues to foster positive relationships and learning opportunities with the community through the distance and onsite teaching of the Te Hapua satellite class, video conferencing, Adult and Community Education programmes, the Health Centre and a range of service agencies. The improved use of school e-learning software has the potential to impact positively on student engagement in their learning.

Most teachers are responsive to school improvement initiatives and the accompanying professional development programmes. These initiatives provided a clear focus for the promotion of literacy strategies and action research as models to improve student achievement across learning areas. Greater consistency of formative assessment practices and more robust school-wide achievement data analysis should increase the school’s capacity to review the effectiveness of teaching and learning programmes for various groups of students. They would also help to provide a clearer picture of overall student achievement compared with decile and national benchmark levels.

The board of trustees governs the school capably. Trustees bring a range of valuable skills and experience to the board and are clearly united in their support for the principal, staff and the school’s planned educational direction.

This report identifies areas of good performance relating to the school’s selected focus area and to areas of national interest. It also indicates areas where improvements could be made to enhance educational opportunities and outcomes for students. The board, principal and staff acknowledge the need to further refine and improve student achievement analysis and to consolidate school initiatives to meet the diverse learning needs of their students and to continue to raise student achievement

Future Action 
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO is likely to carry out the review in three years.

Review Coverage 
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO website, Click here .

Elizabeth Ellis
Area Manager
for Chief Review Officer