95 East Street, Feilding
View on mapFeilding Intermediate, in the town of Feilding, has a roll of 353 students in Years 7 and 8. Thirty per cent of students are Māori and 10 students are of Pacific heritage. The roll has recently increased. Literacy and mathematics are key schoolwide curriculum priorities. Students select an afternoon activity-based learning academy linked to their personal interests.
The school’s evolving vision focuses on positive, engaged and purposeful learning. School goals for 2018 centre on improving culturally responsive teaching of Māori students, improving school practices to promote students’ wellbeing, and accelerating the progress of those students who need additional support.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
mid-year and end of year achievement in reading, writing and mathematics
the impact of Ministry of Education intervention programmes in Accelerated Learning in Literacy (ALL), Accelerated Learning in Mathematics (ALiM) and Mathematics Specialist Teaching (MST)
recent survey results about wellbeing.
The principal was appointed mid-2017 after the deputy principal undertook the role for the first six months of the year. A second deputy principal with strong links with Ngāti Kauwhatā ki te tonga was appointed at the start of 2018, along with a small group of teachers, teacher aides and support staff. A core group of trustees has provided continuity of governance during a time of significant school development.
Feilding Intermediate is a member of the Feilding Kāhui Ako.
School leaders and trustees have made strong progress in re-establishing robust systems and processes to promote equitable and excellent outcomes for students.
Schoolwide assessment practices are being strengthened to enable student achievement and progress information to be reliable and comparable. Reported student achievement data shows that most students achieve at the appropriate curriculum level in reading and mathematics. Writing is an area that requires further development. There is significant disparity in outcomes, particularly for Māori learners and boys.
School leaders’ analysis found that a significant number of students did not make expected progress during 2017. Most students involved in targeted literacy or mathematics intervention programmes made accelerated progress.
The initial collection and reporting of schoolwide student wellbeing and learning behaviour information is underway as part of the Positive Behaviour for Learning (PB4L) programme.
The school is redeveloping school systems to accelerate learning for Māori and other learners who need this support. Well-implemented literacy and mathematics intervention teaching programmes led to many of the specifically targeted Māori students making accelerated progress in writing and mathematics during 2017. However, many of the students not in an intervention programme did not make the expected progress.
Effective professional leadership is strengthening school processes and practices to enable increased achievement of equity, excellence and acceleration of learning. The board of trustees works collaboratively with school leaders to support student-centred school improvements and resourcing decisions. A focus on building positive working relationships underpins all school initiatives.
School systems and processes for improving students’ access and opportunities to learn are developing well. This includes a responsive mentoring programme for Māori students that involves whānau support.
While on site, ERO observed that students were on task and actively participated in a settled, calm and purposeful learning environment. Support for students who require additional assistance with their learning is identified and monitored by the Special Education Needs Coordinator (SENCO). Teacher aide support is positively contributing to learning. Appropriate external agency expertise and assistance is used to provide suitable programmes for those learners.
School leaders have aligned school improvement targets, priorities and supporting actions to reduce disparity between key groups of students. They support teachers to improve their knowledge and instructional practices through specific strategies, coaching and mentoring.
The refocus on literacy and mathematics teaching is enhanced through changes in schoolwide organisation and targeted resourcing decisions. This includes term-by-term expectations for teacher planning in literacy and mathematics. Teachers are beginning to formally inquire into the effectiveness of their teaching of reading.
Professional learning and development is based on schoolwide and individual priorities. It includes a range of relevant research and expertise to inform school actions. An appropriate teacher appraisal system framework has been put in place. Culturally responsive and respectful practices are a central focus for all students, with a clear focus on Māori learners. The focus on strengthening student wellbeing has begun with the collection of survey data to inform priorities for further action.
Leadership opportunities for staff build on strengths and are targeted towards enhancing student outcomes and opportunities to learn. Building digital technology enablement through access and teacher expertise is an ongoing priority.
There is a clear strategy to carefully manage change to enable students to have more equitable access and opportunity to learn from responsive and supportive teaching. Students, parents, whānau and community viewpoints are increasingly sought and used to inform school developments.
The redevelopment of the school curriculum to clearly reflect The New Zealand Curriculum vision, values, curriculum principles, key competencies and focus on literacy and mathematics is ongoing. ERO’s evaluation confirms that the use of PB4L should assist with focusing this work in student-led teaching and strategies. The focus on embedding culturally responsive practices is central to this.
Teachers continue to strengthen and deepen assessment practices to progress teaching and learning. Improving schoolwide reporting to the board on the impact of improvement targets and other SENCO provision should help to gauge the effectiveness of resourcing decisions.
Teachers are beginning to implement a new annual appraisal process. Developing a shared understanding of the evidence required to meet the standards for the teaching profession is a next step.
The development of school processes for the use of internal evaluation to gauge the effectiveness of school actions and initiatives is another key priority.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
ERO identified non-compliance in relation to the development of a Health Curriculum statement after community consultation at least every two years.
In order to address this, the board of trustees must:
consult with the school’s community to develop a health curriculum statement. [Section 60B Education Act 1989 & Sexuality education: a guideline for principals, boards of trustees, and teachers 2015]
To improve current practice, the board of trustees should:
progress the redevelopment of the school’s curriculum, including the implementation of Positive Behaviour for Learning (PB4L) and culturally responsive practices to improve student outcomes.
For sustained improvement and future learner success, the school can draw on existing strengths in:
strategic professional leadership and governance that makes equity and excellence central to all actions to improve student outcomes, including achievement and wellbeing
high expectations for effective teaching and learning that has a clear focus on engagement in order to accelerate the learning of students who need focused support
schoolwide expectations that are clear for literacy and mathematics teaching and culturally responsive practices
school systems and processes for school operation that focus on improvements, such as in appraisal, mentoring of teachers and students, teacher inquiry and leadership opportunities for teachers
opportunities for students and their parents and whānau so that their viewpoints inform ongoing school developments.
For sustained improvement and future learner success, priorities for further development are to:
complete the current redevelopment of the school curriculum, including expectations for effective teaching and student led-learning, teacher inquiry, assessment for learning and digital learning platform
strengthen the analysis and reporting of student achievement and other valued outcomes to trustees to support a clearer understanding of progress towards increased equity and excellence in student outcomes
develop teachers’ understanding of suitable evidence in meeting the professional standards of the teaching profession within the annual appraisal process
internal evaluation processes and practices
[ERO will provide an internal evaluation workshop for trustees and senior leaders.]
ERO is likely to carry out the next external evaluation in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
15 May 2018
|
Location |
Feilding |
|
Ministry of Education profile number |
2356 |
|
School type |
Intermediate (Years 7 to 8) |
|
School roll |
353 |
|
Gender composition |
Male 54%, Female 46% |
|
Ethnic composition |
Māori 30% |
|
Provision of Māori medium education |
No |
|
Review team on site |
March 2018 |
|
Date of this report |
15 May 2018 |
|
Most recent ERO report(s) |
Education Review August 2014 |
Feilding Intermediate School's curriculum provides opportunities for students to achieve success according to their interests. Students’ wellbeing is promoted through a wide range of initiatives and programmes. Accelerating the progress of significant numbers of learners who achieve below national expectations in mathematics and writing is a school priority for action.
ERO is likely to carry out the next review in three years.
Feilding Intermediate School caters for Year 7 and 8 students from the town and surrounding rural communities. Twenty two percent identify as Māori.
The school motto, 'To promote learning and caring in an environment which respects the uniqueness of each individual', underpins the classroom structures and programmes.
On enrolment, students choose to be in a class in one of five interest learning centres that suits their strengths, preferences and interests as a context for learning across the curriculum. Teachers with skills and interests are matched to the philosophy and approaches in each centre.
Refurbished teaching areas and new covered outdoor spaces support flexible approaches to teaching and learning. Purpose-designed sports facilities, play spaces, gardens and pet areas enhance learning opportunities.
School character values are promoted widely. Students are challenged to “give interests a go” and encouraged to do their best. They are well recognised for successes and achievements in a wide range of academic, sporting, cultural and leadership programmes, and service activities.
School trustees, leaders and teachers are making increasing use of achievement information for improved planning, raising expectations and using interventions aimed at improving levels of achievement schoolwide.
Reports for 2013 show that rates of progress in mathematics, reading and writing were variable for the targeted priority learner groups of students. School data about students' achievement in relation to the National Standards shows that overall in 2012 and 2013 there was good achievement in reading. Achievement in mathematics, and particularly in writing, was lower and significant improvement is needed. A particular focus is needed by the school on achieving equity of outcomes for Māori students, to ensure that they are gaining success on par with others in the school.
In response to trustees' and leaders’ concerns about low achievement, the school is involved in Ministry of Education funded professional learning and development programmes (PLD) to better position teachers to meet students' needs.
Interest learning centre leaders and teachers are providing individualised programmes based on the wellanalysed needs of priority learners in some classes. In mathematics programmes, the school provides guidance, modelling and additional resourcing to support teachers. High levels of engagement are evident in groups of students involved in these lessons.
Students with special education needs are well identified using a range of assessment tools and measures. This informs planning and targeted support to raise the students' achievement. The special education needs coordinator (SENCO) coordinates a deliberate approach to transitioning students into appropriate classes and programmes, and accesses external support for them. Some students make steady progress with their learning and achievement.
A broad and inclusive school curriculum provides opportunities for diverse learners to be challenged, learn in contexts that match their interests and achieve success. Students demonstrate engagement and enjoyment in a wide range of experiences.
School guidelines are provided for teaching each curriculum area. Leaders and teachers in each interest learning centre customise programmes to match their shared philosophy, approaches, and contexts for teaching. Languages, technology and the arts programmes provide variety and choices for students.
Relationships between students and with teachers are respectful and support inclusive classroom environments. Students are encouraged and challenged to develop a broad range of competencies for lifelong learning. Students value and appreciate the opportunities the school provides and acknowledgment of their efforts and achievements.
Leaders have identified an appropriate range of initiatives and changes to promote improved teacher skills and performance. PLD provision is well informed by research and in response to what student achievement data shows. This is contributing to leaders and staff improving their curriculum knowledge and skills in teaching mathematics and writing, as well for te ao Māori, science and technology.
Teaching programmes and strategies are developed to promote and respond to students’ emerging wellbeing and engagement needs. Students with special abilities have opportunities for enrichment and challenge through extension programmes, projects and deeper inquiry into topics.
Leaders are aware they should develop plans and measures to promote and evaluate success and achievement for increasing numbers Pacific students.
ERO and school leaders agree that a priority is to strengthen schoolwide practices to ensure consistently high quality and equitable teaching and learning support across all classrooms and interest learning centres. This includes further development of formative assessment practices to enable all students to have increased ownership of their own learning.
Programmes and initiatives aim to cater for Māori learners’ different interests and aspirations to promote their wellbeing and success.
Māori students culture, identity and language are affirmed through regular opportunities to gain mana in leadership, kapa haka, pōwhiri and te reo Māori learning. Use of waiata and karakia promotes inclusive values.
Students' engagement is supported through provision of choices, appropriate class placements and adult role models. A recently developed mentoring programme provides individualised support.
Staff are involved in PLD including the use of Ka Hikitia: Accelerating Success 2013 - 2017 to develop their understanding of approaches for promoting higher levels of Māori achievement.
An important next step is for trustees and leaders to ensure that a clear and coherent plan for Māori success is further developed as a result of consultation with whānau and iwi, and in response to what data is showing about achievement. This should identify goals, targets, resources and actions for increasing learning success for Māori as Māori.
Trustees, leaders and staff are aware they need to improve their capacity to sustain and improve the school’s performance.
Trustees are developing their knowledge and confidence to meet the obligations of their roles and responsibilities. Investment in training and resources to support ongoing learning is evident.
Recently developed charter goals and priorities are well aligned to plans and initiatives for school improvement. To further improve governance practices, the board plans to review its effectiveness.
Self review was an area for improvement identified in the June 2011 ERO report. Since that time, review has been used increasingly to support decision-making and resourcing by trustees and leaders. Interest learning centre leaders and teachers are increasing their focus on review of programmes each term. Further development and modelling of inquiry and self-review practices should continue.
In order to improve the rates of student progress and achievement in literacy and mathematics, trustees and leaders should:
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
During the review areas of non-compliance were identified. The board of trustees must ensure that the school:
In order to improve practice, the board and principal should ensure that procedures for maintaining up-to-date police vetting of non-registered staff are followed so that all existing staff are vetted at least every three years.
Feilding Intermediate School's curriculum provides opportunities for students to achieve success according to their interests. Students’ wellbeing is promoted through a wide range of initiatives and programmes. Accelerating the progress of significant numbers of learners who achieve below national expectations in mathematics and writing is a school priority for action.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services
Central Region
7 August 2014
|
Location |
Feilding |
|
|
Ministry of Education profile number |
2356 |
|
|
School type |
Intermediate (Years 7 to 8) |
|
|
School roll |
330 |
|
|
Gender composition |
Boys 56% Girls 44% |
|
|
Ethnic composition |
NZ European/Pākehā Māori Pacific Other ethnic groups |
72% 22% 2% 4% |
|
Review team on site |
May 2014 |
|
|
Date of this report |
7 August 2014 |
|
|
Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
June 2011 July 2008 November 2005 |