Whakatane Intermediate

Summary

Whakatane Intermediate provides education for students in Years 7 and 8 from the town of Whakatane and surrounding districts. The current roll of 548 includes 286 Māori. Since the previous ERO review in 2015, the principal and senior leadership have remained the same. School leaders have taken a well-managed approach to professional growth for teachers, particularly in writing. The school provides opportunities for children to learn in both Māori and English medium, in six bilingual classes. The board understands its governance role and trustees are focussed on improving learner outcomes.

The achievement pattern for Year 7 children at entry shows disparity for Māori and boys. This is consistent with the achievement challenge for the Whakatane Schools Community of Learning (CoL) Kahui|Ako, of which this school is a member.

Achievement information in reading, writing and mathematics shows that most children are achieving National Standards. However, Māori and boys continue to be over represented in the groups which are underachieving. The school is developing its use of achievement information to monitor and report rates of progress for year level cohorts, and identified groups of at-risk learners.

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 need acceleration.

Curriculum design, leadership to build teacher capability, school-wide assessment systems, partnership with parents and whānau and culturally responsive contexts for learning, are effectively enabling the achievement of equity and excellence.

There are some aspects of internal evaluation practice that need to be strengthened.

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains.

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated

• need to improve the school conditions that support the acceleration of children’s learning and achievement. 

The school agrees to:

• develop more targeted planning to accelerate learning for children

• monitor targeted planning, improved teaching, and children’s progress. 

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.

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 need acceleration. However, the pattern of disparity between Māori and others is increasing, and this is particularly so for boys.

Achievement data over the last three years indicates that most children are achieving at the expected National Standards in reading and mathematics, with some above. Overall, girls are consistently outperforming boys in reading, writing and mathematics. The proportion of children achieving the National Standards in writing is below national comparisons. The school has responded positively to this trend through ongoing professional learning in the teaching of writing.

Leaders and teachers are making good use of assessment information to make overall teacher judgements (OTJs) in relation to National Standards, particularly in writing. The school’s involvement in the CoL is providing opportunities to strengthen moderation processes across other curriculum areas.

School conditions supporting equity and excellence

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

The school’s curriculum is carefully designed to meet the learning and developmental needs of the emerging adolescent. The school culture gives priority to reciprocal relationships, routines and consistently high expectations for behaviour and learning. There are many opportunities for children to pursue a range of learning pathways that reflect their interests and abilities within meaningful contexts.

Leaders are providing clear direction about learning and teaching. There is good use of data to establish priorities for professional learning and a well-managed approach to building teacher capability in writing.

School-wide assessments systems are well managed. Data from a range of externally referenced tools is regularly gathered, collated and analysed. This information is informing strategic decision making.

There is a strong partnership in learning with parents, particularly those with children who are at risk learners. Effective communication enables them to know about their children’s progress and achievement.

The school is providing a culturally responsive context for learning. Leaders, teachers and the board place high priority on and value the culture, language and identity of Māori students. This inclusive practice is contributing to children’s wellbeing and sense of belonging, enabling them to experience success in their learning.

Sustainable development for equity and excellence

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

Performance management systems do not fully reflect the Education Council guidelines. The school now needs to refine and consistently implement agreed processes for teacher reflection, evidence gathering and goal setting in relation to the practicing teacher criteria.

The school’s approach to targeting and monitoring the achievement and progress of at risk learners is an area for development. The school now needs to develop a more coherent picture of the rates of progress for identified groups of at risk learners.

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.

Provision for international students

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

No international students were enrolled at the time of the ERO review.

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 children. However, disparity in achievement for Māori and/or other children remains.

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated

• need to improve the school conditions that support the acceleration of children’s learning and achievement.

The school agrees to:

• develop more targeted planning to accelerate learning for children

• monitor targeted planning, improved teaching, and children’s progress.

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. 

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

2 June 2017

About the school