Karamū High School
Windsor Avenue, Parkvale-Napier/Hastings · Hawke's Bay & Gisborne
Composite score
Established
Latest ERO review
2023-01-30 · Phil Cowie, Central Region | Te Tai Pūtahi Nui
- Leadership collaboratively develops and pursues the school's vision, goals and targets for equity and excellence
- Leadership sets and pursues annual targets that relate to accelerating learning of students who are at risk of underachieving
- Alignment of strategic professional learning opportunities to further build the capacity and capability of teachers in developing a responsive local curriculum
- The school is working to strengthen connections with the community, whānau, hapū and iwi to build reciprocal relationships that support improved learner outcomes
"leadership collaboratively develops and pursues the school's vision, goals and targets for equity and excellence"
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
The curriculum dimension shifted from a strength (score 85, described as 'extensive' and 'culturally responsive') to an area requiring further development (score 65). While the 2019 report praised the school's broad, localized curriculum opportunities, the 2023 report indicates the school is still in the process of 'working to strengthen' community connections and 'further build the capacity and capability of teachers in developing a responsive local curriculum,' suggesting implementation gaps have emerged.
2019-06 → 2023-01 diff source
Achievement outcomes for Māori students declined between 2016 and 2019. The 2016 report highlighted that "Māori students now achieve at similar levels to their peers within the school in many measures" with "significant improvement" since 2012. By 2019, while "almost all students including Māori and Pacific heritage achieve NCEA literacy and numeracy requirements," the report explicitly noted that "Boys and Māori achieve less well in University Entrance and Level 3 qualifications," indicating a concerning gap had emerged at higher qualification levels.
2016-02 → 2019-06 diff source
Karamū High School's overall achievement performance declined slightly between 2016 and 2019, with the score dropping from 85 to 80. While the 2016 report highlighted NCEA pass rates "well above national" across all levels, the 2019 report shows a narrower focus on literacy and numeracy requirements, with emerging concerns that "Boys and Māori achieve less well in University Entrance and Level 3 qualifications."
2016-02 → 2019-06 diff source
Both reports indicate Māori student achievement remains a focus area, but with a shift in emphasis. The 2019 report noted that 'almost all students including Māori and Pacific heritage achieve NCEA literacy and numeracy requirements' with improving equitable outcomes at Level 2, while the 2023 report pivots toward leadership targets for accelerating learning of at-risk students and strengthening whānau/iwi partnerships to improve attendance and engagement—suggesting persistent gaps requiring more intensive intervention.
2019-06 → 2023-01 diff source
Both reports rate leadership as a strength, but with evolving emphasis. The 2016 report highlighted leadership's contribution to sustaining performance through effective processes. The 2019 report emphasizes an improvement-focused, collaborative leadership team that works cohesively on systems and processes, while introducing a new concern that teacher appraisal and inquiry processes require deeper implementation with clearer feedback.
2016-02 → 2019-06 diff source