Kedgley Intermediate - 16/01/2018

School Context

Kedgley Intermediate caters for around 700 students in Years 7 and 8. Māori students make up 20 percent of the roll and 53 percent are Pacific. Students are proud of their cultural identity and languages.

After a history of sustained leadership by the previous board chair and principal, this year has brought change with the appointment of a new, experienced principal and a new board chair. The school has many long-serving staff, including the deputy principal, and three of the four assistant principals.

The principal is leading a re-visioning for the school. This has included a review of the school’s mantra, ‘respectful, safe, responsible’ and mission, ‘to challenge and support our students to be the best they can be,’ to nurture students as future leaders in the community and beyond. The school values student achievement in literacy and mathematics.

Over the past three years staff have participated in professional development in mathematics, leadership and assessment. Recently they have begun professional development in curriculum pedagogy.

Leaders and teachers report informally to the board, schoolwide information about outcomes for students in the following areas:

  • reading, writing and mathematics achievement

  • schoolwide improvements.

The school is a member of the Papatoetoe West Kāhui Ako |Community of Learning (CoL).

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

School achievement information over the last three years indicates that achievement levels have improved and the majority of students achieve at expected levels in reading, writing and mathematics.

The school identifies that boys, both Māori and Pacific, achieve less well than their female counterparts in writing, but are achieving better in mathematics.

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

The school responds well to those Māori and other students whose learning and achievement need acceleration. Where needed, learners are given extra support from specialist teachers and teacher aides. Teachers and leaders monitor and track the progress that these students make. School data indicates that about half of these children make accelerated progress during their two years at the school.

Teachers use achievement information to identify students who need additional support and access to the numerous withdrawal programmes. It is now necessary for leaders to evaluate the impact of these initiatives.

2 School conditions for equity and excellence

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

The school’s processes and practices that are most effective in supporting the achievement of excellence and equity include:

  • the principal’s internal evaluation to identify the school’s strengths and next steps for improvement
  • the recent strengthening of learning partnerships with whānau
  • increased and broader learning opportunities to improve outcomes for all learners.

Equity and excellence is promoted by the principal’s leadership. Since joining the school this year he has begun to:

  • restructure the senior leadership team
  • create a broader, integrated and more responsive curriculum
  • identify teachers who are able to lead key initiatives in school improvement
  • appoint a change team to lead curriculum development.

Many teachers are committed to providing an environment that supports children’s wellbeing. Their inclusive and caring practices ensure that students are confident and capable, and are keen to share their talents and strengths. Students are responding positively to increased leadership opportunities and the different learning experiences they have outside of the classroom. Improved collaborative approaches to building partnerships with parents and whānau are beginning to support whānau wellbeing and students’ future learning pathways.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence?

The board and principal acknowledge that school processes and practices for the achievement of equity and excellence need further development.

Using assessment information more effectively across the school is a necessary next step. This should support the continuity and coherence of systems and processes. In-school and cross-school moderation should strengthen the dependability of data. There are increased opportunities for teachers to take on leadership roles within the school to help build collective responsibility for, and capacity to, more regularly monitor and report progress towards school targets.

The board is becoming more effective in its stewardship role. Trustees agree that they require training to increase their effectiveness and to build their governance and strategic planning capability. They are keen to recruit trustees who are actively committed to supporting ongoing school improvement. The board should also develop a work plan to guide its operations and ensure that reports to the board focus on progress towards agreed school goals and targets. Leaders should ensure that the board has the information that it needs to make strategic resourcing decisions.

Senior leaders are beginning to work together as a more collaborative, cohesive team to realise the school’s goals. More focused schoolwide curriculum leadership should support teaching syndicates to prioritise these goals.

A change team has been established to implement a more culturally responsive curriculum that provides students with more challenging learning, critical thinking and problem solving skills. An in-depth evaluation of the school’s curriculum, and the impact of initiatives and professional development, would help to identify the professional learning required to improve teachers’ practices and outcomes for children.

The board, school leaders and teachers would benefit from external support to:

  • clarify leadership roles and develop a shared understanding about effective leadership
  • appraise the performance of the senior leadership team and promote efficient team practices
  • develop a better understanding of internal evaluation that informs ongoing school development.

3 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

  • finance

  • 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.

Actions for compliance

ERO identified non-compliance in relation to health and safety, and teacher appraisal. In order to address these areas, the board of trustees must:

  1. implement policies and procedures that meet legal requirements relating to seclusion and the use of security cameras

  2. ensure that staff are appraised annually.

Education Act 1989, 139AB; Privacy Act 1993;State Sector Act 1988, s77A.

4 Going forward

Key strengths of the school

A change team has been established to draw on existing strengths within the school to support sustained improvement and future learner success. Strengths include:

  • the principal’s vision-driven leadership and professional knowledge

  • board commitment to supporting a shared school vision for improvement.

Next steps

The school has established a change management team and a plan that is focused on sustained improvement and future learner success. The school has prioritised and begun work in:

  • curriculum design that broadens students’ learning opportunities, challenges their thinking and promotes innovation and creativity

  • professional development and robust appraisal processes that support all teachers and leaders to implement evidence-based teaching and leadership practices

  • board training that results in increased governance capacity

  • internal evaluation that identifies next steps for school development.

Recommendation

ERO recommends that senior leaders continue to develop their capability and capacity to lead, develop and evaluate more targeted planning.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years. ERO will provide an internal evaluation workshop for trustees and senior leaders. ERO will monitor and discuss progress with the school.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

16 January 2018

About the school

Location

Papatoetoe, Auckland

Ministry of Education profile number

1329

School type

Intermediate (Years 7 to 8)

School roll

694

Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori
Pākehā 
Samoan
Indian 
Tongan 
Cook Islands Māori
Niuean 
Fijian
Cambodian
other ethnicities

20%
3%
25%
20%
14%
8%
3%
2%
2%
3%

Provision of Māori medium education

No

Review team on site

November 2017

Date of this report

16 January 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

2014
2011
2008