Heaton Normal Intermediate - 13/12/2017

Summary

Heaton Normal Intermediate has a roll of 569. Of these, 75 children identify as Māori.

Since the previous 2012 ERO review there are some new senior leadership team members and several new trustees.

The school has made strong progress in addressing areas for improvement identified in the last ERO report. Students receive useful feedback about their learning. The school has made considerable progress in promoting Māori success as Māori. School leadership is proactive about providing opportunities to increase middle management’s leadership capacity. They continue to strengthen the analysis of assessment data.

Achievement information shows most children make very good progress in their two years at the school. This is a consistent pattern over several years.

How well is the school achieving equitable outcomes for all children?

The school is very effective in its response to Māori and other children whose learning and achievement need accelerating.

Children have effective and equitable opportunities to learn. Learning support is comprehensive, responsive and of high quality for children whose learning is at risk or have additional learning needs. Progress, achievement and the wellbeing of children is central to school decision making. Children benefit positively from a broad and rich curriculum that offers multiple opportunities to learn and develop personal attributes.

To further improve practice the board and school leaders need to set more specific and challenging student achievement targets, extend evaluation of stewardship effectiveness and continue to investigate ways to raise boys’ achievement in writing.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is very effective in its response to Māori and other children whose learning and achievement need accelerating.

Māori children are achieving highly in reading and most are also achieving very well in writing.

Children make positive progress over their two years at school in literacy and mathematics. This is a consistent trend over time and is most evident in writing where the greatest level of improvement occurs. Girls achieve highly in writing. There is an ongoing emphasis on lifting boys’ achievement in writing.

The school has established a number of good quality and useful processes for supporting the reliability of teacher judgements about children’s progress and achievement in reading, writing and mathematics.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has a number of processes that are very effective in contributing to equity and excellence for learners.

High quality learning support is provided for children whose learning is at risk or have additional learning needs. They benefit from a collaborative approach to accelerating their progress and achievement. Transition is thoughtfully management. A considerable range of strategies are used to promote positive outcomes for learners.

Children have effective and equitable opportunities to learn. Teachers adjust planning to provide children with support and challenge to achieve and extend their learning. Children have many useful opportunities to develop leadership, enhance personal growth and show responsibility. Many children know the purpose of their learning and are well supported to evaluate and identify next steps.

The school curriculum is comprehensive, coherent, inclusive and culturally responsive. Children benefit from well organised and supportive environments that are conducive to their learning and wellbeing. Teachers appropriately use children’s interests, strengths and needs to inform programmes. The curriculum offers breadth and depth to children’s learning. Specialist teaching and classroom programmes are well integrated and extend children’s opportunities to learn in meaningful, purposeful contexts.

The board and school leadership ensure policies and practices promote students’ wellbeing, confidence in their identity, language and culture, and engagement in learning. Leaders have high expectations for positive outcomes for children. Senior leaders analyse achievement information well to track and monitor children’s progress. School values are well known and positively influence school practices and interactions. Pastoral care provision is comprehensive, supportive and enhances children’s wellbeing.

School leaders are appropriately building evaluative capability to ensure ongoing improvement. Good use is made of external and internal expertise. The reflective and critical thinking of staff is effectively supported through professional learning and development, personal inquiry and involvement in evaluations. These are appropriately focused on making a positive difference for learners.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Some processes need further enhancement to promote equity and excellence.

The board and school leaders need to set more challenging annual student achievement targets that clearly show their expectations for children’s progress and achievement based on known achievement information. The board needs to more closely and effectively monitor progress towards meeting these targets.

The board also needs to undertake more regular and systematic evaluation of stewardship effectiveness in order to ensure increasingly high quality practice.

Board assurance on legal requirements

Before the review, the board 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 the following:

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

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Appraisal audit

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were four international students attending the school. There were no internal students on exchange.

The school provides high quality education and pastoral care for international students. They are very well integrated and fully involved in school programmes and events. Their progress and achievement is regularly monitored.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • strengthen the school’s annual student achievement targets and internal evaluation.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern Te Waipounamu – Southern Region

13 December 2017

About the school

Location

Christchurch

Ministry of Education profile number

3372

School type

Intermediate

School roll

569

Gender composition

Boys: 53%

Girls: 47%

Ethnic composition

Māori: 13%

Pākehā: 72%

Pacific: 2%

Other: 13%

Provision of Māori medium education

No

Review team on site

June 2017

Date of this report

13 December 2017

Most recent ERO report(s)

Education Review August 2012

Education Review November 2007

Education Review October 2004