Newlands Intermediate

Newlands Intermediate

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Newlands Intermediate 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 

Newlands Intermediate, located in Newlands, Wellington, provides education for learners in Years 7 and 8. 

Newlands Intermediate’s strategic priorities for improving outcomes for learners are:

  • Students’ Learning: raise the engagement and achievement levels of our priority learners – Māori, Pasifika and Special Needs students.
  • Students Engagement and Transition: provide safe and inclusive learning environments for all students.
  • Health and Safety: develop and promote a health education curriculum centred on physical wellbeing.
  • Personnel: strengthen a culture of professional learning and development within the teaching staff.
  • Community Engagement: our local curriculum, our health and wellbeing focus and the learning pathways in the Newlands community.

You can find a copy of the school’s strategic annual plan on Newlands Intermediate’s website.

ERO and the school are working together to evaluate how well the local curriculum responds and reflects whānau values and aspirations, the local context and environment focus, enabling all tamariki to be confident, connected and actively involved learners.

The rationale for selecting this evaluation is: 

  • that it is strongly linked to the school’s Kaupapa, ‘learning must start from where tamariki live and stand, their tūrangawaewae
  • that Newlands Intermediate has been a trial school for Aotearoa New Zealand Histories Curriculum and it is now time to embed and evaluate this learning
  • that the school has identified the need to review and develop their local curriculum, to ensure that it inclusively supports all learners’ achievement and reflects the vision, aspirations and unique context of the community, with an initial focus on literacy.

The school expects to see a wide-ranging, strategically planned consultation process that genuinely consults and actively involves tamariki, whānau and kaiako. A key guiding curriculum will be developed that will authentically guide the school’s direction, vision, teaching and learning.

Strengths 

The school can draw from the following strengths to support its goal to evaluate how well the local curriculum responds and reflects whānau values and aspirations, the local context and environment focus, enabling all tamariki to be confident, connected and actively involved learners:

  • rich, authentic connections with Ngā Hau e Whā o Papararangi, the local marae where Newlands Intermediate is tangata whenua, provides a culturally responsive context that supports the learning of all tamariki
  • a deliberate strength-based approach and active partnerships with local schools, whānau and the community supports learners’ transitions, engagement and participation in learning
  • the strong commitment of all staff to early adolescents; their learning, wellbeing and enduring relationships. 

Where to next?

Moving forward, the school will prioritise: 

  • ongoing consultation to develop a genuine local curriculum that responds to and reflects Māori whānau and Mana Whenua values and aspirations for the learning and hauora of all rangatahi
  • further strengthening teacher practice through leadership and participation in Professional Learning Groups, clearly focused on lifting and sustaining students’ engagement and achievement. 

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

14 December 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

Newlands Intermediate

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of October 2022, the Newlands Intermediate 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 Newlands 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

14 December 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

Newlands Intermediate

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code. 

At the time of this review there were two international students attending the school. 

The school is effective in responding to learner needs and providing pastoral care for students, enabling them to participate fully in learning and the life of the school. 

Shelley Booysen
Director of Schools

14 December 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

Newlands Intermediate - 25/09/2018

School Context

Newlands Intermediate in Wellington caters for students in Years 7 and 8. At the time of this review, the roll was 466, with 17% of students identifying as Māori, and 6% as of Pacific heritage. There has been significant roll growth since the September 2015 ERO report.

Recent review has renewed the school’s vision and values.The new logo represents the tree, ti kouka – the cabbage tree, that has been growing in the courtyard since the school was built in 1977. This tree is a symbol of resilience, growth, strong heart and national identity.

Key strategic goals include: There is a charter target on accelerating achievement in writing and a schoolwide goal on increasing student responsibility and control over their learning; raising the achievement levels of priority learners including Māori, Pacific and those with more complex learning needs; providing a safe and inclusive learning environment; and developing a professional staff learning community.

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

  • trends in reading, writing and mathematics
  • learning support for those with additional needs
  • wellbeing and engagement.

The school shares a boundary with Newlands College. It is a member of the Newlands Kāhui Ako.

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?

Most students achieve at or above expectation in reading and mathematics with a large majority achieving at or above expectation in writing. Boys achieve less well in writing. Girls and Māori students’ achievement in mathematics overall is lower than their peers. Pacific students overall achieve at lower levels in literacy and mathematics.

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

The school has yet to develop a shared definition of acceleration. Systems are not yet sufficiently developed to enable leaders and teachers to judge, analyse and report the rate of progress of target students.

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?

Students benefit from a purposeful, schoolwide learning environment. They are on task and engaged in their learning. Relationships among students and with teachers are positive and respectful. The school is inclusive, with culture, language and identity recognised and valued. Students’ wellbeing and sense of belonging are strongly promoted. Learners’ voice and interests are acknowledged.

There are a significant number of students with more complex learning needs. They are well supported with appropriate programmes and interventions. Individual progress is monitored against collaboratively developed specific individual education plans.

Trustees and school leaders work in a systematic way to promote the school vision and establish a culture of ongoing improvement. Leaders recognise and use the knowledge and skills of teachers to lead aspects of the curriculum. There is a coherent alignment of school systems and processes to support positive outcomes for students.

Teachers are well supported to develop and extend their skills and expertise. Extensive professional development is appropriately aimed at introducing new methodologies and growing teachers’ professional capability. Appraisal processes are improvement focused with individual goals linked to school targets. There is a well-considered induction programme for new staff. Beginning teachers are appropriately mentored and guided.

Leaders and teachers use an appropriate range of assessment tools to gather baseline data, effectively identify students at risk of not achieving and establish suitable annual school targets. Individual student achievement is well monitored. Teachers use this data to identify and respond to students’ interests and learning needs. Syndicates plan collaboratively and collectively consider key judgements on individual student achievement.

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

Leaders recognise the importance of enhancing systems and processes to more effectively track and respond to students’ rates of progress. Key developments should include:

  • adopting a clear, shared definition and understanding of expected and accelerated progress
  • analysing and reporting on the acceleration of those students whose progress and achievement need this
  • using this information to evaluate the effectiveness of programmes and interventions.

The school’s broad curriculum provides extensive opportunities for students to engage in a wide range of cultural, sporting, artistic, academic or leadership activities. However, aspects of the curriculum, while evident in action, are not explicitly recorded in an overall curriculum document. It is timely to review and document expectations for key aspects that include the principles, values and key competencies of The New Zealand Curriculum. Specific guidelines for teacher inquiry, effective classroom practice and expected student outcomes should also be included.

An established self-review process is in place that is reflective, informs decision making and leads to ongoing improvement. Enhancing this process to strengthen the evaluative aspects of review should support trustees and teachers to more effectively measure the impact of systems and processes on student outcomes and identify next steps.

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.

Provision for international students

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

At the time of this review there were six international students attending the school.

The school uses sound processes to monitor the provision of pastoral care, accommodation, English language learning and appropriate learning programmes for their international students.

4 Going forward

Key strengths of the school

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

  • the positive and respectful learning environment that, supports students’ engagement and learning
  • a collaborative approach and high expectations from trustees, leaders and teachers that promotes improved outcomes for students
  • the school’s broad curriculum that provides extensive opportunities for students to engage in a wide range of cultural, sporting, artistic, academic and leadership activities.

Next steps

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

  • monitoring, tracking and responding to the rate of progress for students at risk of not achieving to support improved use of data to make decisions about students’ learning
  • reviewing and documenting expectations of the curriculum including principles, values and key competencies to better align documented intent with the experienced curriculum
  • enhancing internal evaluation to better measure the impact of programmes and initiatives on improving student outcomes.

[ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review & Improvement Services Central

Te Tai Pokapū - Central Region

25 September 2018

About the school

LocationWellington
Ministry of Education profile number2924
School typeIntermediate (Years 7 and 8)
School roll466
Gender compositionFemale 52%, Male 48%
Ethnic composition

Māori 17%

Pākehā 41%

Indian 10%

Chinese 6%

Pacific 6%

Other ethnic groups 20%

Students with Ongoing Resourcing Funding (ORS)Yes
Provision of Māori medium educationNo
Review team on siteJuly 2018
Date of this report25 September 2018
Most recent ERO report(s)

Education Review September 2015

Education Review October 2012

Education Review July 2009