Gisborne Intermediate School caters for students in Years 7 and 8. At the time of this ERO evaluation the roll was 612, with 49% identifying as Māori.
The school’s overarching vision states – ‘te whakatipu iwi nui - growing great people’. The valued outcomes for students are expressed in the school ‘RISE’ values – ‘Respect, Integrity, Self-management, and Excellence’. Strategic priorities are student learning, powerful partnerships, personnel development and student wellbeing.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in:
Gisborne Intermediate is a member of Taha Whānau (Gisborne) Kāhui Ako. The school principal is the lead principal of the Kāhui Ako.
The school is on a positive trajectory in achieving equity and excellence for all its students.
End of 2018 data, provided by the school, showed the majority of students achieved at or above curriculum expectation in reading, writing and mathematics. Māori students had significantly lower achievement in all areas than their peers, with less than half reaching expectation in writing and mathematics.
School-provided data for midyear and end of year 2019 reflects a positive trajectory of improvement in achievement and wellbeing. There is an increase in outcomes for most students across reading, writing and mathematics. Māori student achievement has improved and the disparity with their peers has reduced. The 2019 end of year data shows that disparity between girls and boys in literacy has reduced. Writing achievement for all groups remains an area of focus for the school.
Pacific students are appropriately identified, tracked and monitored. Overall achievement is low and there is more to be done to achieve equitable outcomes for Pacific students.
The school has focused on continuing to strengthen its capability to accelerate learning for those who need it. Teachers identified groups of students to be part of class-targeted interventions and programmes. At the time of the onsite stage of this ERO evaluation, the school did not have the data to show acceleration for those students who need this. Ongoing information shows that acceleration is happening for the majority of students.
The school proactively identifies and draws on iwi, hapū and whānau resources and expertise to enhance students’ achievement and wellbeing. A wide range of initiatives to engage with parents, whānau and community are undertaken. These connections provide enrichment and authentic, experiences for students, including those with additional learning needs.
Students learn in settled, inclusive classes. Contexts for learning are engaging and used to respond to students' interests and build on their knowledge. Digital tools and resources are used appropriately to support teaching and learning.
Student leadership is well developed and reflects the school’s values. Student voice is deliberately gathered, and their contributions are respected. Older students demonstrate positive support for younger students. The RISE values are clearly evident across the school.
Students benefit from leaders and teachers genuine and deliberate connections with contributing primary schools and secondary schools. Transitions in to and out of Gisborne Intermediate are well managed to maximise and enhance student learning opportunities, success and wellbeing.
Leadership has established clear and consistent expectations that promote a supportive environment conducive to learning and wellbeing. The documented curriculum is specific in its guidance for teachers. Staff engage in a range of professional learning opportunities to build capability. Processes and practices strengthen and sustain professional learning and collaboration to improve teaching and learning.
Assessment systems and practices have been developed and implemented to build reliability and consistency across the school. Leaders and teachers participate in regular discussions focused on student outcomes. Teachers and leaders continue to strengthen how they use achievement information to improve student learning, achievement and progress. They engage in regular reflection and consideration of ways to improve outcomes for students.
Students identified with additional learning needs are well catered for throughout the school. The learning support hub provides them with the facility to transition into the school before placement in mainstream classes if needed. Ongoing monitoring and reporting achievement assists leaders, teachers and trustees to provide suitable learning environments for these students.
Trustees demonstrate a shared understanding of their stewardship role and responsibilities. They identify and use each other’s knowledge, expertise and experience to benefit students. They review and reflect on their effectiveness as a board in supporting the school to realise its vision, values, strategic direction, goals and targets. School strategic priorities and initiatives guide trustees to make well grounded decisions about student achievement and wellbeing.
The school has considered and refined the student achievement targets. These identify those students whose achievement needs acceleration. This should contribute to a more focused approach to achieving equity of achievement for individuals and groups of students.
The school implements a range of initiatives and practices designed to improve student outcomes. Teachers, leaders and trustees should continue to evaluate the impact of these and make clear the links to student achievement data and outcomes.
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:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Gisborne Intermediate’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Darcy Te Hau
Acting Director Review and Improvement Services Central
10 June 2020