Evans Bay Intermediate - 11/08/2017

Summary

Evans Bay Intermediate in Kilbirnie, Wellington, is a school that is culturally diverse. Of the 442 children enrolled, 17% identify as Māori, 13% as Asian and 11% Pacific.

Since the July 2014 ERO report, leadership has changed in the school. A new principal was appointed in July 2015 and new deputy and assistant principals in 2017. Board membership changed in 2016, including a new board chair.

The values of respect, whanaungatanga and success are highly evident in student designed displays. The school’s vision of ‘expanding the horizons of all our akonga’ is enacted through the many opportunities provided for students.

In 2016, teachers undertook professional learning and development (PLD) in mathematics. This has continued in 2017. Leaders are participating in leadership PLD with external providers. Positive Behaviour for Learning has been revisited and strengthened with restorative practice PLD planned for later in the year.

Leaders have taken Ministry of Education (MoE) advice as they strengthen systems focused on accelerating learners’ achievement and reducing disparity. A range of new initiatives has been implemented since the previous ERO review, designed to support improved learner outcomes.

How well is the school achieving equitable outcomes for all children?

The school is developing its approach to supporting children whose learning and achievement need acceleration. Rates of progress in reading have remained similar over time, with a slight dip in writing and mathematics in 2016, attributed to improved dependability of achievement information. Processes for targeting students and monitoring their achievement are strengthening. The particular focus for 2017 is mathematics. The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for boys, Māori and Pacific children remains.

The school agrees to:

  • develop more targeted planning to accelerate learning for children

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

  • discuss the school’s progress with ERO. 

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?

School leaders are strongly focused on developing and embedding consistent schoolwide practices to support children whose learning and achievement need acceleration and to reduce disparity. This includes new processes for targeting learning and aligning processes for teaching as inquiry that link to the strategic and annual plans.

In 2016, the school reported that most learners, including Māori, were at or above in relation to the National Standard in reading. Māori achievement was similar to Pākehā in reading. Although many achieve at or above the Standards in writing and mathematics, Māori and Pacific children achieved at significantly lower levels than their peers. In 2017, school achievement targets are focused on Year 8. Teachers have clearly identified each child who is below the standard and the need for focused, effective teaching to support improved learning outcomes.

Leaders acknowledge that further work is needed to achieve equitable learning opportunities for boys and Māori and Pacific children. ERO’s evaluation affirms this imperative. The school’s action plans for Māori and for Pacific learners have been amalgamated into the 2017-19 charter to align priorities and schoolwide initiatives.

In 2016, moderation processes were revisited and strengthened to ensure teacher judgements about achievement were based on valid and reliable data. This has informed the sharper focus in 2017 on target learners and the accompanying expectations for acceleration of their progress. Leaders are monitoring the impact of the actions taken and expect a reduction in disparity.

School conditions supporting equity and excellence

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

The school is strengthening its approach to supporting children whose learning and achievement need acceleration. It is following guidance provided by the MoE about targeting learners whose achievement requires acceleration and developing teacher capacity. All learners who are below and well below in relation to the National Standards in mathematics have been identified and clear guidance given to teachers on how to provide for them.

The board of trustees is resourcing the development of the new leadership team. This action aligns with school priorities and goals. Leaders are improvement focused and strategic as they build teacher capacity and seek to improve outcomes for learners.

Children work in an orderly and supportive environment. The revised curriculum and learner profile supports children to have increased understanding and ownership of their learning.

Practices to support the dependability of teachers’ assessment judgements about National Standards in mathematics and writing were examined by staff in 2016 and useful guidelines established. The current mathematics PLD is strengthening assessment practices.

Teachers are encouraged to reflect on the effectiveness of their practice through a newly implemented teacher inquiry process alongside gathering information to support the renewal of their Practising Certificates. 

Sustainable development for equity and excellence

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

Senior leaders know that the school needs to strengthen its response to accelerating the learning and achievement of learners who are not achieving in relation to National Standards. Consequently, they have recently redeveloped processes that focus on achieving equity and excellence. They are aware that these changed expectations now need monitoring and embedding to achieve improved and sustained outcomes for all children. The next steps they have identified include:

  • curriculum redevelopment, looking at cultural responsiveness and more integration of learning

  • continuing the focus on improving outcomes for Māori and Pacific students

  • developing greater data literacy across the school

  • continuing the focus on relationships and wellbeing

  • continuing to build the effectiveness of teachers and the leadership team

  • forging strong liaisons with their partner schools in the Community of Learning

  • continuing to be reflective and strengthening understanding and implementation of internal evaluation.

ERO‘s evaluation affirms leaders’ identified priorities and emphasises the need for ongoing focus to improve and sustain positive outcomes for all students.

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 Code of Practice for the Pastoral Care of International Students (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 no international students attending the school.

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 other children remains.

Leaders and teachers:

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

  • need to develop and implement approaches that effectively meet the needs of each child

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

  • need to further build teacher capability to accelerate 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

  • discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop. 

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

11 August 2017

About the school

Location

Wellington

Ministry of Education profile number

2837

School type

Intermediate (Years 7 and 8)

School roll

442

Gender composition

Female 52%, Male 48%

Ethnic composition

Māori 17%
Pākehā 50%
Asian 13%
Pacific 11%
Other ethnic groups 9%

Provision of Māori medium education

No

Review team on site

June 2017

Date of this report

11 August 2017

Most recent ERO report(s)

Education Review July 2014
Education Review August 2011
Education Review January 2006