Melville Intermediate - 22/11/2017

Summary

Melville Intermediate provides education for children in Years 7 and 8. It is situated in the suburb of Melville, Hamilton. The current roll of 244 includes 141 Māori, 22 children from Pacific cultures, and children from a number of Asian cultures. Since the 2014 ERO review, the principal and senior leadership team have remained the same and four new teachers have been appointed. Teachers have been involved in professional learning and development about writing and mathematics. The school has been part of Positive Behaviour for Learning (PB4L) for many years and continues to promote values and implement strategies aligned to this initiative. Most trustees are new to their roles, including the board chairperson. The school is a member of a Te Kāhui Ako o Mangakōtukutuku, Community of Learning (CoL). The purpose of the Kāhui Ako is for schools in the area to work collaboratively to improve learning outcomes and pathways for children and young people.

The majority of Māori and other children, are achieving at the expected National Standard. This achievement is consistent in writing and mathematics, and a greater number achieved the expected standard in reading. Boys’ achievement in reading and writing is significantly lower than girls. Reducing this disparity is a priority for the school.

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

The school is responding well to Māori and other children whose learning and achievement needs acceleration. At the time of this review the majority of children were achieving at or above the National Standards in reading, writing and mathematics.

Processes related to stewardship, pastoral care, curriculum provision and internal evaluation are effective in enabling the achievement of equity and excellence.

Further development is needed to strengthen leadership of learning, teacher capability, and to build learning-focused partnerships with parents and whānau.

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

Equity and excellence

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

The school is responding well to Māori and other children whose learning and achievement needs acceleration.

The school’s 2016 achievement data shows that approximately three quarters of children achieved at or above the National Standard in reading. Lower results were identified in mathematics and writing, with approximately two thirds of children achieving at or above the relevant National Standard. The proportion of Māori children achieving the National Standards is slightly higher than most other groups in the school. Achievement information for Pacific children indicates that this group is achieving well, particularly in reading and writing. The data also shows that in reading and writing boys achieved at significantly lower levels than girls. Reducing this disparity, by accelerating the progress and achievement of boys, is a priority for the school. Trustees now understand the need to develop specific and measurable targets to accelerate the progress and achievement of these learners.

The school’s achievement information from 2014 to 2016 indicates that a small percentage of children made accelerated progress in reading, writing and mathematics. The school has aggregated achievement information in science, comparing Melville Intermediate children’s achievement to a national average. This data shows similar levels of achievement between June 2016 and June 2017, and indicates the need to strengthen science teaching and learning.

The school has systems and processes to identify and support children with additional learning and behaviour needs. These processes are supporting ongoing participation in learning for these children.

School leaders have developed some useful processes to support teachers to make overall teacher judgements in relation to National Standards. However, these are yet to be fully implemented by all classroom teachers.

School conditions supporting equity and excellence

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

Processes related to stewardship, pastoral care, curriculum provision and internal evaluation are effective in enabling the achievement of equity and excellence.

The school has a comprehensive and responsive approach to children’s pastoral care needs. Two experienced deputy principals share the role of special education needs coordinator. They are supported by the principal to access appropriate external expertise and resourcing that responds to specific needs of children and their families. Teachers meet regularly to share knowledge of children and strategies to promote engagement and success. Restorative practices and PB4L strategies promote consistent expectations for children’s behaviour and learning. Children benefit from pastoral care systems that enhance their engagement in learning.

The board provides well-considered, child-centred stewardship. Trustees are representative of the school community and demonstrate a strong commitment to children’s presence, engagement and achievement. The board makes responsive resourcing decisions that ensure children have equitable access to learning opportunities. The knowledgeable and experienced board chair has in-depth understanding of school stewardship. Trustees participate in ongoing training and make good use of external expertise. They are building positive partnerships with whānau and Tainui iwi, and have incorporated aspects of the Tainui Education Strategy in the school’s charter. Strategic stewardship underpins the school’s commitment to promoting positive educational outcomes for all children.

Some aspects of internal evaluation are developing well. Leaders and teachers evaluate the effectiveness of initiatives designed to accelerate the progress and achievement of at risk learners. Trustees have strengthened their understanding and use of internal evaluation to assess the effectiveness of their stewardship. Leaders and trustees gather children’s perspectives about the school through comprehensive surveys every second year. Internal evaluation is supporting the school to respond more effectively to children’s engagement and learning.

The school’s curriculum is well designed. Senior leaders have developed and documented clear guidelines and expectations for teaching and learning. These include a focus on literacy and mathematics, culturally responsive practices and contexts that build on children’s experience and knowledge. Useful systems have been developed to support teachers and children to understand learning, progress and next steps. This curriculum provides the foundation for effective teaching and learning.

Sustainable development for equity and excellence

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

Further development is needed to strengthen leadership of learning, teacher capability and to build learning-focused partnerships with parents and whanau.

Leadership of learning needs strengthening to build consistency of effective teaching practice. Priority should be given to supporting teachers to fully implement school expectations for teaching and learning. This should include:

  • making greater use of achievement information to inform teacher planning

  • embedding the use of learning progressions to support children to understand and take ownership of their learning

  • providing specific feedback and feedforward linked to individual children’s goals

  • implementing culturally responsive learning contexts that reflect children’s interests, backgrounds and experiences

  • full implementation of performance management systems that align to current Education Council expectations.

Learning partnerships with parents and whānau need strengthening. Leaders and teachers should focus on initiatives that inform parents of specific ways to help their children’s learning at home. Attention should also be given to further developing communication with parents and whānau.

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.

Actions required

ERO identified non-compliance in relation to staff appraisal

In order to address this the board must:

  1. ensure that school policies and procedures for staff appraisal are fully implemented.

To improve current practice, the board of trustees should:

  • ensure that the appraisal process and endorsement of teachers’ practicing certificates meet the requirements of the New Zealand Education Council.

Going forward

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

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for boys remains.

Leaders and teachers:

  • know the learners whose progress and achievement need to be accelerated

  • need to improve the school conditions that support the acceleration of learners’ progress and achievement

  • need to build teacher capability to accelerate learners’ progress and achievement.

The school agrees to:

  • develop more targeted planning to accelerate progress for learners

  • monitor targeted planning, improved teaching, and learners’ progress

  • discuss the school’s progress with ERO.

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

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

Recommendation

ERO recommends that the principal and school leaders review the roles and responsibilities of the senior leadership team to prioritise support and guidance for teachers to accelerate the learning and achievement of children.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

22 November 2017

About the school

Location

Hamilton

Ministry of Education profile number

1823

School type

Intermediate (Years 7 and 8)

School roll

244

Gender composition

Boys 55% Girls 45%

Ethnic composition

Māori 57%
Pākehā 23%
Samoan 4%
South East Asian 4%
Fijian 2%
Indian 2%
Other ethnicity 8%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

22 November 2017

Most recent ERO report(s)

Education Review

Education Review

May 2014

March 2009