Auckland Normal Intermediate - 12/10/2011

1 Context

What are the important features of this school that have an impact on student learning?

Auckland Normal Intermediate School is designated as a normal school that is used to give trainee teachers practical experience. The school continues its reciprocal relationship with the University of Auckland, Faculty of Education. Since 2008 trustees, the principal and senior leaders have increased their provision of student-centred education by including students in strategic planning processes. Students in this multi-cultural school work and interact positively with each other and show understanding and respect for one another’s cultures.

Over the last three years, self review has become an integral part of school operations. The school places a priority on supporting transitions into and out of the school to enhance purposeful, reciprocal relationships between students and staff. Close relationships between the school and the community, noted in ERO’s 2008 report, continue to benefit students’ learning.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students’ interest in learning and their motivation to succeed contribute to the school’s high levels of student achievement. Achievement data indicate significant rates of progress, particularly in reading and mathematics. Students speak with clarity and understanding about taking responsibility for their own learning, making appropriate progress, and identifying their next learning steps.

Students progress very well during their time at the school. Close monitoring processes enables teachers to make sound judgements on students’ achievement in relation to the National Standards. Information about student achievement is shared with parents in several ways, including written reports on achievement in relation to the National Standards.

The achievement of specific groups of students is monitored separately. Children with special learning needs are identified and are supported well through targeted interventions. The effectiveness of these programmes in supporting improved student achievement could be more clearly determined through further monitoring and reporting. The progress and achievement of Pacific students as a group is closely monitored and is reported to the board. The school has provided appropriate support for Pacific students to help accelerate their progress and achievement.

How well does the school promote Māori student success and success as Māori?

Māori students continue to achieve very well. Appropriate programmes and initiatives are well led and affirm the importance of Māori as tangata whenua. They help Māori to succeed as Māori and have resulted in greater participation of parents and whānau in supporting students’ learning. Improved methods of consultation have enhanced teachers’ understanding of the aspirations and goals Māori parents have for their children. As a result, teachers are more responsive to parents’ wishes. Senior leaders and trustees could continue to seek ways to embed acknowledgement of and appreciation for New Zealand’s bicultural heritage into the charter and other key school documents.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum is effective in promoting and supporting student learning. Senior leaders and teachers lead ongoing review and development of the curriculum so that it responds effectively to the learning needs of students. Self-review findings and recommendations are regularly reported to trustees. These good practices mean that students are continuously challenged and are motivated to learn at high levels. The school’s strategic vision and philosophy are clearly reflected in the curriculum and support the future-focused direction of the school. The school’s focus on the principles of The New Zealand Curriculum contributes to students’ development as successful learners.

The school is in the process of gaining accreditation as an International Baccalaureate (IB) school. The process began in 2009 and senior staff have aligned The New Zealand Curriculum with the IB curriculum to guide the development of the school’s own curriculum. Students learn through themes that encompass local, national and global perspectives.

School leaders have successfully used creative approaches to integrate specialisation subjects (science, technologies, arts, health and physical education) with core learning areas. The approach provides students with regular meaningful learning experiences in all curriculum areas while maintaining the unique nature of each learning area. This is a purposeful way for students to achieve the school’s vision for an ‘inquiring, knowledgeable and confident’ life-long learner. Structural changes have been made to specialist classrooms to support the implementation of the integrated curriculum.

Multiple perspectives help to shape students’ views of their place in society and of the ways in which they can contribute to the wider community. The use of information and communication technologies (ICT) helps to engage students purposefully in a variety of ways that broaden their learning experiences.

Teachers are provided with carefully considered and targeted professional learning and development to ensure that teaching practices are effective. The newly developed Māori programme enables all students and teachers to gain a better understanding and appreciation of Māori language and culture. Teachers could now use these understandings to include more Māori perspectives throughout the curriculum.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its practice. Robust self-review practices are firmly embedded in the school’s operational systems. Self review is used to promote a knowledge-building cycle that informs ongoing improvements to school programmes and practices. Trustees receive regular, evaluative reports on student achievement and use this information well to make decisions about resource allocation. The board of trustees seeks and makes good use of external advice about the management of any matters of concern in governance areas.

The school is well led. The principal and senior leadership team have consolidated a shared understanding of the school’s goals. Parents, teachers and students are regularly encouraged to give feedback on programmes and practices. Responses are often used to make appropriate changes to improve school programmes and practices.

Teachers and students have opportunities for various leadership roles in the school. High quality professional training gives them a clear understanding of expectations for good practice in leadership. A group of students has been actively involved in planning the strategic direction of the school.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were twenty-nine international students attending the school. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

Meticulous record keeping and responsive systems of self review help to ensure that international students receive ongoing high quality care and academic support. International students make good progress during their time at the school and are well integrated into school programmes and the school community.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Richard Thornton

National Manager Review Services Northern Region

12 October 2011

About the School

Location

Mt Eden, Auckland

Ministry of Education profile number

1211

School type

Intermediate (Years 7 and 8)

Decile1

9

School roll

625

Number of international students

29

Gender composition

Boys 53%, Girls 47%

Ethnic composition

NZ European/Pākehā

Maori

Chinese

Indian

Korean

Middle Eastern

Sri Lankan

Tongan

African

Australian

British/Irish

Filipino

Japanese

Samoan

South American

other Asian

other European

other Pacific

other ethnicities

38%

3%

24%

9%

5%

3%

2%

2%

1%

1%

1%

1%

1%

1%

1%

2%

1%

1%

3%

Review team on site

August 2011

Date of this report

12 October 2011

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

June 2008

April 2006

February 2005