Broadgreen Intermediate

Broadgreen Intermediate

Te Ara Huarau | School Profile Report

Background

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

Broadgreen Intermediate is located in Stoke, Nelson, and caters for students in Years 7 and 8. It is a member of Te Kāhui Ako o Ōmaio ki Tāhunanui. The school’s purpose is represented in the statement, Kia Whakamana, Kia Toa - Empowering for Life.

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

  • partnering with whānau and the community to deliver educational pathways that respond to students’ needs and provide them with a sense of belonging

  • providing opportunities for students to progress and achieve success in an innovative learning environment

  • using high impact teaching practices to engage and progress all students’ learning

  • valuing students' cultures and abilities, supporting them to achieve personal success.

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

ERO and the school are working together to evaluate how well all learners are supported to experience success by building mana ōrite mo mātauranga Māori through curriculum, teaching and learning, upholding Te Tiriti o Waitangi.

The rationale for selecting this evaluation is:

  • data shows scope to further grow attendance, engagement and achievement, so leaders are purposefully reviewing, planning and growing improvements to the school’s localised curriculum, teaching and learning

  • staff have been involved in associated professional development to promote positive behaviours for learning, greater engagement and a focus on accelerating progress and achievement in core learning areas

     

  • strategic planning aims to grow equity and excellence for Māori learners, with a deliberate focus and commitment that honours Te Tiriti o Waitangi in partnership with local iwi, and whānau Māori.

The school expects to see equity and excellence in learning, progress and achievement that fosters hauora. The STAR values (safe, together, achieving and respectful) will be enacted visibly throughout the school, so that the climate is calm and settled, and students feel safe and secure with a sense of belonging. Teachers will weave te reo Māori, tikanga Māori and a deepening culturally located knowledge through learning experiences and in relationships that celebrate and promote students’ potential. Iwi, whānau and the school’s communities will be engaged in curriculum and learning, and their voices will inform decision making that promotes mana ōrite.

Strengths

The school can draw from the following strengths to support its goal of equity and excellence, through mana ōrite:

  • a strong commitment to growing te reo Māori and weaving te ao Māori through learning and school culture, aligned to strategic vision, values and principles

  • a reflective, improvement focused and supportive school board and leadership team, purposefully growing a schoolwide culture of collaboration and support that places learner success and wellbeing at the heart of decision making

  • deliberate structures and systems of support to grow staff capability and consistency, to foster responsive, smooth and successful learning pathways for students.

Where to next?

Moving forward, the school will prioritise:

  • continuing to weave opportunities for student and community voices to influence and guide decision making, including embedding the aspirations and expectations of Te Tauihu through decision making using the document Ngā Kawatau me ngā Tūmanakotanga o Te Tauihu

  • investigating the impact of professional development on current teaching practices to identify the consistency and sustainability of embedded practices, and opportunities for further growth.

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

21 July 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

Broadgreen Intermediate

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of March 2022, the Broadgreen 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 Broadgreen 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

21 July 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

Broadgreen Intermediate - 24/06/2019

School Context

Broadgreen Intermediate caters for approximately 500 students in Years 7 and 8, 20% of whom identify as Māori. Students attend from five main contributing primary schools, with most transitioning on to the neighbouring co-educational college.

The school’s valued outcomes for its learners are for them to be: Safe, Together, Achieving and Respectful throughout their lives. The school aims to educate for the future through a focus on students and learning and teaching within a culture of inclusivity. Strategic goals for 2019 include a focus on developing students’ pro-social skills and relationships, and that students working below the expected curriculum level in mathematics will make accelerated progress.

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

  • achievement in reading, writing and mathematics
  • progress of target students
  • wellbeing and attendance.

Recently a new principal has been appointed and joins an established leadership team. A number of trustees are new to their role.

The school is a member of Te Kāhui Ako o Omaio ki Tāhunanui. Ongoing schoolwide professional learning and development in relationship-based learning and culturally responsive practice is undertaken in association with the 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 continue to achieve at and above school expectations for literacy and a large majority achieve expectations in mathematics. School achievement data shows steady improvement over time. Writing was the area of greatest improvement in 2018. Mathematics is an ongoing focus for improvement. Generally, more students achieve at expectations in Year 8.

School data over time shows an upward trend of improvement in achievement for Māori students in reading and mathematics, and significant improvement in 2018 in writing. Disparity between Māori students and New Zealand European/Pākehā has been reduced in the three learning areas. There is ongoing disparity for boys in literacy.

Students with additional learning needs are well supported to engage in a meaningful curriculum alongside their peers. Warm relationships and inclusive practices are evident. Staff work closely with parents, agencies, community networks and schools to support positive provision and successful transition for these students.

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

Well-developed systems and processes assist teachers and leaders to effectively identify, support and track the achievement and progress of learners who achieve below expectation.

Approximately half of students at risk accelerate their learning in mathematics and writing, including for boys, with greater success in Year 8 for writing. There is evidence of similar rates of acceleration for Māori students in writing, but rates of acceleration are lower than their peers in mathematics. Disparity for this group persists across all three areas.

The school continues to refine systems to better identify disparity and acceleration for groups of learners at risk, and to improve their rates of progress.

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?

A welcoming, positive environment effectively promotes students’ engagement and participation in learning. Clear expectations for learning and behaviour are well communicated and enacted. Teachers develop and promote positive and respectful relationships. Students are well supported to work collaboratively. They are provided with regular, meaningful opportunities to reflect on their learning, set goals and make choices about their learning.

School leaders and trustees successfully work together to promote a systematic approach to continuous improvement. Cohesive, well-aligned processes and strategic leadership effectively foster relational trust, build capability and promote collective action to progress school priorities.

Leaders effectively foster the development of best practice and leadership capability to promote shared understandings, consistency and improvement. Clear expectations for teachers and leaders are communicated and supported. Teachers are empowered to examine and critically reflect on their practice to set meaningful goals and continually improve their teaching. Teacher professional development and practice are well supported through processes aligned to schoolwide priorities. There are meaningful opportunities for teachers and leaders to share and develop their practice, innovate and explore current research.

Purposefully gathered information from a wide range of sources, including students and families, is well used to guide development and support decision making. Parent and student perspectives are valued and sought. There are useful systems for monitoring, analysing and reporting student achievement and progress. This supports the setting of priorities and knowledge building about the impact of actions and initiatives.

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

The school should continue to accelerate the progress of groups of learners at risk to address disparity in achievement, especially for Māori and Pacific learners.

Positive, supportive relationships and provision of cultural learning opportunities provide a good foundation for Māori students to engage in learning and experience a sense of belonging. Development of teachers’ culturally responsive practice is ongoing. The school recognises the need to further develop iwi and whānau partnerships to better guide the development of its localised curriculum.

School priorities and initiatives are well monitored and reviewed. The school continues to refine evaluation processes to more clearly show the impact of actions on valued student outcomes.

3 Other Matters

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.

At the time of this review three international students were enrolled at the school. ERO’s investigation showed that there are appropriate processes and practices in place to support effective provision for these students.

4 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.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Broadgreen Intermediate’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

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

  • a welcoming, positive environment that values students’ perspectives and supports their engagement and participation in learning
  • leaders who foster the development of teacher capability to promote shared understandings and consistent practice
  • cohesive, well-aligned systems and processes that sustain and promote improvement.

Next steps

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

  • continuing to accelerate the progress of groups of learners at risk to address disparity in achievement
  • further developing iwi and whānau partnerships to better guide the development of the school’s localised curriculum
  • enhancing evaluative processes to more clearly identify the impact of actions on valued student outcomes.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

24 June 2019

About the school

Location

Nelson

Ministry of Education profile number

3184

School type

Intermediate (Years 7 and 8)

School roll

529

Gender composition

Girls 51%, Boys 49%

Ethnic composition

Māori 9%
NZ/European Pākehā 75%
Pacific 2%
Asian 3%
Other ethnic groups 11%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

April 2019

Date of this report

24 June 2019

Most recent ERO report(s)

Education Review August 2014
Education Review September 2011