Royal Oak Intermediate School

Royal Oak Intermediate School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within six months of the Education Review Office and Royal Oak Intermediate School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Royal Oak Intermediate School is in Royal Oak, central Auckland and provides education for students in Years 7 and 8. The school’s motto is: ‘Ka Rere  (to fly)’. The values of respect, excellence, resilience and empathy underpin the school’s culture and philosophy.

Royal Oak Intermediate School’s strategic priorities for improving outcomes for learners are:

  • Kauneke me Tutuki / progress and achievement: we will use best practice and robust data to ensure ākonga / learners make progress in their learning and achieve to the best of their ability

  • Hauora / wellbeing: we will work to support the good health and wellbeing of everyone at our kura

  • Whanaungatanga / relationships: we will develop sound relationships based on trust, transparency and honesty.

You can find a copy of the school’s strategic and annual plan on Royal Oak Intermediate School’s website.

ERO and the school are working together to evaluate how effectively the new curriculum delivery model is supporting the learning, engagement, and equitable achievement outcomes of all ākonga.

The rationale for selecting this evaluation is that the school has undertaken a significant restructure of its curriculum delivery. Classes now have curriculum specialists teaching them across all learning areas. 

The school expects to see:

  • improved engagement and academic outcomes for all ākonga

  • confident ākonga who are well-prepared for the transition to secondary education

  • a knowledge-rich curriculum responsive to the local community and context

  • teaching which is consistently relevant, challenging and meaningful for all ākonga.

Strengths

The school can draw from the following strengths to support its goal to evaluate how effectively the new curriculum delivery model is supporting the learning, engagement, and equitable achievement outcomes of all ākonga:

  • ākonga have increased opportunities to learn and experience a broader curriculum that responds to their cultures, languages and identities, and includes te ao Māori, te reo Māori me ōna tikanga and mātauranga Māori

  • the school is continuing to strengthen professional capability and collective capacity to improve achievement outcomes for ākonga

  • teachers are strengthening teaching strategies and practices to support ākonga progress.

Where to next?

Moving forward, the school will prioritise:

  • further developing a culturally inclusive and responsive local curriculum

  • building collective capacity to use evaluation, inquiry and knowledge-building approaches to improve achievement outcomes for all ākonga

  • strengthening meaningful, educationally significant connections, communication and relationships with whānau.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

24 October 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Royal Oak Intermediate School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of September 2023, the Royal Oak Intermediate School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact the Royal Oak Intermediate School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

24 October 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Royal Oak Intermediate School - 30/07/2018

School Context

Royal Oak Intermediate School is a culturally diverse school that caters for students in Years 7 and 8. Māori students represent 23 percent of the roll, and over 40 percent of students are of Pacific heritage. Māori students have the option of joining the school’s te ao Māori class.

The school’s vision states ‘together empowering confident, motivated learners to achieve success in all walks of life’. The vision is further developed in the school motto, ‘gliding from the past, rising in the present and soaring into the future’. ‘Ka Rere’ (to fly) supports students to understand and use the school’s values of respect, excellence, resilience and empathy. The values underpin the schoolwide approach to fostering positive attitudes for learning.

The school charter and strategic plan identify goals to promote student learning and the school’s vision for learners. Detailed actions to reach achievement targets are included.

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

  • achievement in reading, writing and mathematics

  • achievement in relation to school targets

  • attendance patterns and trends

  • student success across the curriculum.

Since the 2015 ERO evaluation, the school has appointed a new principal. The charter, leadership structures, and curriculum implementation have been reviewed. The provision of digital devices and e-learning opportunities for all learners has been extended.

Royal Oak Intermediate School is a member of the Te Hi Kahurangi Kāhui Ako|Community of Learning (CoL).

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

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

Royal Oak Intermediate School is working positively towards achieving equitable and excellent outcomes for all students.

School achievement information, over the last five years, shows that the majority of students achieve at expected curriculum levels in reading, writing and mathematics. Although overall achievement levels of all groups of students have lifted significantly over time, disparity remains evident for Māori and Pacific students in reading, writing and mathematics. In 2017, disparity for boys in writing has significantly reduced.

The school has identified these trends. Leaders have set targets, identified actions and initiatives to lift student achievement. School achievement information shows that many students have made accelerated progress.

Students achieve very well in relation to other valued outcomes. Students:

  • experience strong and positive relationships founded on care, respect, wellbeing and hauora

  • experience a strong sense of whānaungatanga in action and spirit

  • are knowledgeable about their school and programmes offered

  • have opportunities for success in their interests and passions

  • demonstrate ‘Ka Rere’ values in everyday school life.

The school values are modelled and explored as part of everyday life. They are well understood by children, teachers and the community.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Māori students in the school’s te ao Māori class have very good levels of accelerated learning. Students in this class have made accelerated progress, particularly in mathematics and writing.

The achievement of boys shows significant gains in reading and writing. Many Pacific students have made progress in reading. The school’s analysis of Pacific student achievement includes identifying specifically how well students from each Pacific nation are progressing. This information is then shared with parents at fono meetings.

Leaders, teachers and learning assistants respond effectively to children with additional learning needs within an inclusive environment. These students are supported well to experience success. In-class programmes and the provision of specialist teaching programmes contribute positively to their learning and wellbeing.

2 School conditions for equity and excellence – processes and practices

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

School leadership is very effective. Leaders collaboratively enact the school’s vision, values and priorities for equity and excellence. The principal actively promotes and models the school values to influence practice for students and staff.

The principal and senior leaders have an inclusive and respectful approach to leading and managing change. Leadership roles have been restructured to provide additional support and guidance for teachers’ professional practice. Teachers are affirmed and valued as professionals, and consequently teachers confidently and enthusiastically support change.

Leaders and teachers emphasise the importance of positive relationships. They recognise that student wellbeing is a necessary foundation for learning success. They have a very strong focus on collectively building students’ positive ‘can do’ learning attitudes, confidence, and belief in themselves as learners.

Students benefit from a responsive and engaging curriculum. They enjoy a wide range of learning experiences and opportunities to learn. The integrated and inquiry focused curriculum places emphasis on:

  • authentic, relevant and meaningful inquiry topics

  • te reo and te ao Māori programmes

  • hauora, wellbeing and the school values

  • opportunities to learn additional languages.

The curriculum also places emphasis on reading, writing, and mathematics. Appropriate challenge and support for all learners is provided through specialisation, electives, and extensive arts, sports and cultural programmes.

Several innovative schoolwide organisational strategies have been introduced recently. These are designed to increase and maximise students’ optimal learning time and opportunities. Some of these key innovations include:

  • differentiated class organisation that includes the te ao Māori class, an enrichment class, and a physical education/sports focus class

  • reorganising school timetables to maximise student learning time

  • providing specialist teacher support for students who are working below expected levels.

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

Leaders identify that building a schoolwide understanding of acceleration is a necessary next step. This is likely to assist with deepening and further refining monitoring and analysis of achievement information for those students at most risk of not achieving.

Leaders are now well placed to use achievement information from the numerous programmes and recently introduced initiatives to evaluate how effective they have been in accelerating target students’ progress. This next step would provide good information for the board to make resourcing decisions.

Leaders acknowledge that developing the school’s collective evaluation capacity is an area for improvement. Deepening the extent to which evaluative thinking is used could help strengthen current internal evaluation processes.

While tudents have access to an engaging curriculum, leaders identify that further developing opportunities to increase students’ ownership of their learning is a next step. Continuing to implement schoolwide strategies to promote critical thinking could strengthen student agency and opportunities.

Parents are becoming increasingly involved in the life of the school. Leaders and teachers foster ways for parents and whānau to effectively partner with the school to further promote positive learning outcomes for students.

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.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • leadership that is promoting significant change and improvement in teaching and learning

  • school organisation that promotes students’ wellbeing, relationships, sense of belonging, positive attitudes, and the engagement of whānau

  • teachers who provide wide ranging and extensive learning experiences for students

  • a broad, responsive and engaging curriculum that supports learners.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • continuing to build teachers’ capacity to further enhance the student-centred curriculum

  • strengthening the evaluation of programmes and initiatives intended to accelerate student achievement.

ERO’s next external evaluation process and timing

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

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

30 July 2018

About the school

Location

Royal Oak, Auckland

Ministry of Education profile number

1351

School type

Intermediate (Years 7 & 8)

School roll

401

Gender composition

Boys 54% Girls 46%

Ethnic composition

Māori 23%
Pākehā 18%
Tongan 19%
Samoan 17%
Cook Island Māori 5%
other Pacific peoples 5% 
other 13%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

June 2018

Date of this report

30 July 2018

Most recent ERO report(s)

Education Review August 2015
Education Review April 2013
Education Review September 2010

Royal Oak Intermediate School - 31/08/2015

Findings

At Royal Oak Intermediate the principal and board work collaboratively and strategically to focus on student learning. Effective strategies foster student wellbeing and positive partnerships with families and community. Ongoing improvement has strengthened teaching, leadership and governance. Theschool is well placed to consolidate its good practices and implement future-focused developments.

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

1 Background and Context

What is the background and context for this school’s review?

Royal Oak Intermediate is a multicultural school in Auckland city. The school provides education for students in Years 7 and 8. Māori students represent 20 percent of the roll and over 50 percent of the students are of Pacific nationalities.

In the past the school has experienced challenges related to financial management, self review and school leadership. In late 2012 the board of trustees requested support from the Ministry of Education (MoE) to address these concerns. In 2012 a Limited Statutory Manager (LSM) was appointed to provide the board with support in personnel and employment matters and advise on self review.

At the time of ERO’s 2013 review a new principal had been recently appointed. ERO acknowledged his commitment to leading improvements in the school’s programmes and practices, in collaboration with staff, students, parents and trustees. The principal and board were working with the LSM and other external advisors to build capacity in school governance and management. However, much work remained to be done. ERO’s 2013 report recommended ongoing support to manage improvements in a number of areas.

Since 2013 a new deputy principal has been appointed and a new board chairperson elected. The principal, deputy principal and board have implemented many strategies to address the areas for development identified by ERO. They have continued to work with external expertise to support these improvements. The LSM position was revoked in early 2015.Since 2013 ERO has provided ongoing evaluation of the school’s progress.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

ERO’s report in April 2013 and its subsequent discussion with the school identified the need to:

  • improve the analysis and use of student achievement data to raise the achievement of all students in relation to the National Standards
  • continue to develop the school’s curriculum to more clearly show how The New Zealand Curriculum is delivered within the school, and to increase consistency in teaching practices
  • improve school leadership and governance by strengthening practices, guiding documents, and self-review strategies.
Progress

The school has developed a strong foundation of productive partnerships that are focused on student learning. Trustees and school leaders have worked collaboratively to address the identified priorities for review and development.

The board has made very good use of external support to develop effective systems and frameworks that promote successful governance and leadership. It has a commitment to representing its community and promoting positive outcomes for all students. Relationships in the school are enhanced through increasingly strong communication with families and the wider school community.

The use of student achievement information is an area of significant development. Good systems are in place to collect, analyse and use achievement data. The principal and deputy principal are leading a well managed and considered process of change to support effective teaching and learning. They are making good use of external professional learning and development, and are establishing school systems and leadership to sustain improvements.

Teachers have developed greater understanding of the National Standards and now make more reliable overall judgements about student achievement. Parents now receive clear reports about their children’s progress and achievement in relation to the National Standards, as well as useful information about other learning areas. Students are beginning to have a good sense of their achievement and progress. School leaders recognise that there is still a need to raise the achievement of many students, and are fostering a sense of urgency in this area of focus.

Good curriculum documents have been developed to support collegiality, clarity and consistency in teaching practices. School leaders have identified appropriate areas for ongoing development, which include:

  • extending the literacy curriculum guidelines
  • increasing the integration of core learning areas into specialist programmes
  • extending the use of digital technologies to support student learning
  • continuing to use Ministry of Education resources to strengthen culturally responsive practices and programmes.

The school’s inclusive approach and active engagement with parents of Māori students is helping to promote Māori student success. Teachers are continuing to look at ways they can accelerate success for Māori students. A specialist teacher of Māori provides te reo Māori programmes for all students. School leaders should now consider ways that they can maximise the opportunities these lessons provide for teacher development.

Key next steps

In order to further improve learning outcomes for students, the principal and board agree that they should continue to prioritise strategies aimed at raising student achievement in relation to the National Standards.

3 Sustainable performance and self review

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

The school is now well placed to sustain and continue to improve and review its performance.

The board and leadership team have managed significant change effectively over the past two years. They have addressed all areas of non-compliance identified in the 2013 ERO report, and have made progress in all areas for improvement.

There has been significant improvement in all aspects of governance. The new board chair is providing strong leadership. Trustees are fulfilling expectations and continuing to strengthen their understanding of their governance roles. They have made good use of external training and guidance, and continue to seek external advice to strengthen governance.

Clear systems and useful documentation now support board processes. The board, senior leaders and staff have worked together on the development of the 2015 school charter. The board reviews its own performance, and has co-opted trustees for particular roles to meet specific needs and strategic goals. Good strategies for trustee transition and succession planning have been implemented.

Self review is now an accepted part of governance and management practice. A well developed framework provides good guidance for this review. Comprehensive consultation processes are in place. Multiple perspectives are valued and inform decision-making.

The board has good processes for assurance about policy implementation, and health and safety. These practices could be further strengthened through more evaluative reporting and regular documentation of assurance. The board also receives good quality information about student achievement. With effective systems now in place, leaders and trustees should consider how this reporting could become more summative and evaluative in nature.

School leaders are planning strategically to extend and embed current initiatives and to increase leadership capacity. Teachers have opportunities to reflect on their practice and share strategies that promote student-led learning. Leaders have developed robust appraisal processes to align with ongoing professional development, and to ensure that school strategic goals are realised.

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
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

At Royal Oak Intermediate the principal and board work collaboratively and strategically to focus on student learning. Effective strategies foster student wellbeing and positive partnerships with families and community. Ongoing improvement has strengthened teaching, leadership and governance. Theschool is well placed to consolidate its good practices and implement future-focused developments.

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

Graham Randell
Deputy Chief Review Officer 
Northern (Acting)

31 August 2015

About the School

Location

Royal Oak, Auckland

Ministry of Education profile number

1351

School type

Intermediate (Years 7 to 8)

School roll

400

Gender composition

Boys      52%
Girls       48%

Ethnic composition

Māori
NZ European/Pākehā
Tongan
Samoan
Cook Island Māori
Indian
Niue
Asian
other

20%
  9%
27%
21%
  6%
  5%
  5%
  2%
  5%

Review team on site

June 2015

Date of this report

31 August 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

April 2013
September 2010
November 2007