Gisborne Intermediate - 20/10/2016


Well-engaged students learn in settled classrooms where supportive relationships amongst learners and teachers are evident. Achievement data shows that a majority of students achieve at or above in relation to the National Standards. Raising Māori achievement, enhancing target setting, and strengthening internal evaluation are key next steps to achieving equity and excellence.

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

1 Context

What are the important features of this school that have an impact on student learning?

Gisborne Intermediate caters for students in Years 7 and 8 from Gisborne and surrounding areas. There are 597 students attending the school and 50% identify as Māori. Since the October 2013 ERO report, a new principal has been appointed and a number of trustees have changed.

The school’s vision, Growing great people, Te wakatipu iwi nui, underpins all aspects of school life and operations. The schools values of respect, integrity, self-management and excellence are widely promoted and evident.

Leaders and teachers are participating in a wide range of professional development initiatives designed to improve teaching and learning and raise student achievement.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Leaders and teachers are strengthening their use of achievement information to make positive changes to learners’ progress and achievement. The school uses an appropriate range of assessment tools to measure students’ progress and levels of achievement in reading, writing and mathematics. The newly-developed assessment procedures booklet is a comprehensive guide supporting teachers in the consistent use of these tools. Data is well collected, collated and presented.

Achievement information is well used to identify groups of priority learners and set general targets for improvement. Leaders and trustees use achievement data to guide resourcing decisions, professional learning priorities and teacher development. Trustees are well informed about patterns of student achievement. Teachers use this information to identify students’ strengths and needs, and plan appropriate programmes.

A range of effective systems and interventions support students with more complex learning needs. There is close collaboration with families, whānau and external agencies. Students are well integrated into regular classes. Carefully considered processes effectively support students at key transition stages.

A range of processes support teachers to make valid judgements about student progress and achievement. Multiple sources of evidence are used. There is regular moderation within teams. Leaders have identified the importance of supporting writing judgements with externally referenced data and extending moderation schoolwide and with other schools.

School achievement data shows that a majority of students are achieving at or above in relation to the National Standards in reading, writing and mathematics. Māori student achievement overall has yet to be raised to the level of other students in the school.

Leaders are working to enhance the effective use of data at all levels. Strengthening the analysis and use of data should enable teachers and leaders to better:

  • set specific targets related to accelerating the students at risk of not achieving
  • track, monitor, respond to and report the progress of groups, cohorts and target students
  • evaluate the impact of programmes and initiatives on student outcomes.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Students’ engagement is well supported by the broad curriculum. There are many opportunities for students to participate and celebrate success in academic, sporting, artistic, cultural and leadership activities. There are clear expectations for teaching and learning that are responsive to the specific age groups. Local themes and contexts are regularly included.

Students learn in well-presented classroom environments that celebrate their work and provide multiple prompts to support learning. Settled classes, well-engaged students, and supportive relationships amongst learners and teachers are evident. Many students can discuss their learning, levels of achievement and progress in reading, writing and mathematics. Teachers continue to work on strengthening and enhancing students’ ability to be self-managing learners.

School leaders have introduced new systems to strengthen curriculum delivery. A robust system supports teachers to inquire into and reflect on their practice. These reflections contribute to discussions in wholestaff professional learning groups. There is a strong literacy and numeracy focus. There is ongoing professional development on effective teaching and assessment of mathematics and literacy.

Leaders recognise the need for ongoing review of the new curriculum. It is important that this review revisits and enhances expectations for:

  • effective teaching practice that supports accelerated outcomes for students
  • the explicit inclusion of te ao Māori and bicultural practices throughout the curriculum and all class environments
  • culturally-responsive teaching practices.

How effectively does the school promote educational success for Māori, as Māori?

The language, culture and identity of Māori students is recognised, valued and supported. Māori students have schoolwide leadership roles and responsibilities. Key cultural elements such as kapa haka, pōwhiri, waiata, and sports are important, highly visible parts of the school.

The Turanganui initiative was introduced in 2016 in response to historical lower levels of Māori student engagement and achievement. The school reports it is leading to increasing levels of engagement with families and whānau.

Leaders have identified accelerating Māori student achievement and growing strong links with iwi as key strategic goals.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to strengthen review and evaluation practice to sustain its performance and continue to build student success.

The board of trustees is both student and future focused. Trustees are well informed receiving a range of information about student achievement, school activities and operation to support resourcing decisions.

The principal and senior leaders have a shared vision for school development. They are student focused and work collaboratively to define and lead ongoing school development. Growing leadership across the school is a key priority.

Teachers are collegial, collaborative and enthusiastic. The refined appraisal system supports the continued growth of teachers’ professional practice.

A well-considered pastoral care network supports student wellbeing and sense of belonging. Student voice is sought and valued. There are effective links with a range of external agencies to further support students and their families.

Sound systems are in place to support students moving into the school at Year 7. School leaders are working with contributing schools to enhance the quality and relevance of achievement information shared during transitions.

There is strong community support for school activities and operations. Leaders use a variety of ways to communicate and engage with families, whānau and the wider community.

Leaders, teachers and trustees are highly reflective. It is now appropriate to develop a systematic approach to internal evaluation. Establishing and using clear outcome indicators and regularly measuring progress against these should enable leaders to better determine the impact of systems, processes and innovations on student learning and achievement.

Board assurance on legal requirements

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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.


Well-engaged students learn in settled classrooms where supportive relationships amongst learners and teachers are evident. Achievement data shows that a majority of students achieve at or above in relation to the National Standards. Raising Māori achievement, enhancing target setting, and strengthening internal evaluation are key next steps to achieving equity and excellence.

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

Joyce Gebbie

Deputy Chief Review Officer Central

20 October 2016

About the School



Ministry of Education profile number


School type

Intermediate (Years 7 to 8)

School roll


Gender composition

Male 50%, Female 50%

Ethnic composition



Other ethnic groups




Review team on site

August 2016

Date of this report

20 October 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2013

September 2010

June 2007