St Andrews Middle School

Education institution number:
1942
School type:
Restricted Composite (Year 7-10)
School gender:
Co-Educational
Definition:
Restricted Composite (Year 7-10)
Total roll:
102
Telephone:
Address:

Heath Street, Te Rapa, Hamilton

View on map

Hamilton Junior High School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Hamilton Junior High School 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 

Hamilton Junior High School is located in the St Andrews suburb of Hamilton. It caters for students in Years 7 to 10. The school operates four home classrooms and provides a range of specialist technology classes. Longstanding leaders continue in their roles.

Hamilton Junior High School’s strategic priorities for improving outcomes for learners are:

  • our ākonga will enact the school values of aroha, mana, ako and manaaki with themselves, others, and the world

  • our kaiako nurture the knowledge of our ākonga

  • together we will nurture our tamariki to aspire to excellence.

You can find a copy of the school’s strategic and annual plan on Hamilton Junior High School’s website.

ERO and the school are working together to evaluate the effectiveness of the way te reo Māori and te ao Māori is taught at the school.

The rationale for selecting this evaluation is:

  • through its commitment to Te Tiriti o Waitangi the school is also committed to Māori language revitalisation and a more bicultural society

  • research shows that students who are well grounded in their own language culture and identity are more likely to achieve and succeed.

The school expects to see higher levels of:

  • functional fluency in te reo Māori by all students

  • progress and achievement for all students in literacy and mathematics.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate the effectiveness of the way te reo Māori and te ao Māori is taught at the school:

  • high quality professional leadership that has contributed to a shared vision for a culturally responsive curriculum

  • a strong positive and inclusive culture for learning

  • robust and effective systems for collating and using assessment information that informs teaching and learning and empowers students to take responsibility for their own learning.

Where to next?

Moving forward, the school will prioritise:

  • implementing a planned and researched approach to move to a Level 3 partial immersion programme

  • working towards excellence by further lifting progress and achievement in literacy and mathematics.

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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

14 February 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

Hamilton Junior High School

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of September 2021, the Hamilton Junior High school Board of Trustees 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 Hamilton Junior High school Board of Trustees.

The next Board of Trustees 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

14 February 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

Hamilton Junior High School

Findings

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Hamilton Junior High School’s performance in achieving valued outcomes for its students is: Developing.

1  Background and Context

What is the background and context for this school’s review?

Hamilton Junior High School (HJHS) is in north Hamilton. It caters for students in Years 7 to 10. The current roll of 118 students includes 50% who identify as Māori, 33% who identify as Pākehā, and other students from a range of cultures and ethnicities.

After a period of significant change, staff and leadership are now settled. A new board was elected at the beginning of 2020. The school vision is to nurture the knowledge | whāngai te mātauranga. The school values of aroha, ako, mana and manaaki are promoted.

2  Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The areas for review and development identified in the 2018 ERO report included:

  • review and fully develop the HJHS local curriculum
  • embed expectations for effective teaching
  • implement the Learning Progressions Framework
  • build leadership capability
  • strengthen internal evaluation
  • build teacher and leaders’ capability in the effective use and analysis of achievement information
  • training for trustees.
Progress
Review and fully develop the HJHS local curriculum

A high-quality local curriculum has been developed, implemented and evaluated. Features include:

  • flexibility for teachers and students to choose relevant contexts for learning within a framework which still ensures coverage of the New Zealand Curriculum (NZC)
  • the promotion of students as leaders of their own learning using classroom inquiry and curriculum progressions
  • meaningful inclusion of the school values in all aspects of the curriculum.

The school-wide behaviour management system is well articulated and is based on the school values. There is a focus on restorative practice. School values are well-promoted through a school -wide incentive system. The system is used consistently across the school. The school’s internal evaluation of the curriculum has identified the need to continue to develop the provision for te reo Māori and local iwi history.

Embed expectations for effective teaching

A quality framework of expectations for effective teaching has been collaboratively developed and is well-used to promote consistency of practice.

Teachers receive targeted feedback in relation to professional expectations from classroom walkthroughs by leaders and peers. The feedback is offered within a high trust and non-judgemental staff culture and has led to improved practice. Walkthroughs are also used to identify trends and patterns to inform professional development and as a source of staff evaluation of school systems and processes.

Classrooms are increasingly culturally responsive. Relationships between teachers and students are supportive and encouraging. A comprehensive range of strategies and interventions is used to provide individual programmes of learning and pastoral support for those with high needs. Te ao Māori is highly visible through the school values, tikanga such as karakia and pōwhiri, visual and performing arts and bilingual signage.

Implement the Learning Progressions Framework

The effective use of learning progressions is becoming embedded in classroom practice.

Teachers use progressions to:

  • identify students who are at risk of not achieving
  • identify student learning needs
  • plan programmes of work which respond to these needs
  • track and monitor progress.

Systems are also in place to empower student use of the progressions and to take more responsibility for their own learning.

Build leadership capability

Leaders build relational trust and effective collaboration at every level of the school community. They have developed the schools’ vision, goals and curriculum with a clear focus on equity. Leaders promote transparency, integrity and mana enhancement. They have effectively developed a positive, inclusive and highly responsive school culture for students, staff and whānau.

Strengthen internal evaluation

Evaluation, inquiry and knowledge building are embedded across many levels of school operation and include strategic, annual and emergent reviews. A range of effective processes is used, including gathering multiple stakeholder perspectives, the use of progress and achievement data and an effective framework for review. Evaluation is purposeful and leads to improved outcomes for students.

Build teacher and leaders’ capability in the effective use and analysis of achievement information

The school has made a substantial improvement in the way student assessment data is used. There is now a focus on accelerating the progress of all students, particularly those who are at risk of not achieving. School assessment processes have been reviewed and strengthened. There are effective systems for monitoring and tracking progress and achievement at class, syndicate and senior leadership level. Staff collectively analyse student data each term to identify trends and patterns and identify successful teaching strategies.

The principal regularly reports progress and achievement data to the board to inform resourcing decisions and identify strategic goals and targets.

Training for trustees

Trustees are now well-supported and have a shared understanding of their roles and responsibilities. They maximise their effectiveness through induction and ongoing training. Trustees seek and use relevant advice and resources. Effective systems and processes are in place to ensure the board meets its statutory obligations and maintains the focus on positive outcomes for students.

Key next step

Leaders and teachers should continue to strengthen the use of the learning progressions framework with a focus on aligning identified learning needs with teacher planning, feedback and feedforward to students, student goal setting and whānau engagement.

3  Sustainable performance and self review

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

The school is now in a strong position to sustain and continue to improve and review its performance. Trustees, leaders and teachers have established a foundation of values, leadership, a positive culture and relationships which are likely to improve student learning, engagement, progress and achievement. They have developed a programme of planning for improvement and self-review.

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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

Hamilton Junior High School is in a significantly improved position to facilitate progress and achievement for all students. All areas of school operation that have a major impact on outcomes for students have been strengthened. Robust systems and processes have been built on a foundation of trust, collaboration and a unified vision.

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Hamilton Junior High School’s performance in achieving valued outcomes for its students is: Developing.

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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
12 February 2021 

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Hamilton Junior High School - 28/11/2018

Findings

Hamilton Junior High School has made some progress since the 2016 ERO report. There is an improved focus on accelerating student progress. The language, culture and identity of Māori learners are now strongly affirmed and celebrated. Despite these improvements significant ongoing support is needed to raise overall levels of student achievement and to strengthen leadership for learning and governance.

ERO intends to carry out another review over the course of one-to-two years.

1 Background and Context

What is the background and context for this school’s review?

Hamilton Junior High School (HJHS) is located in the suburb of St Andrews. The school provides education for 103 students in Years 7 to 10, including 74 of Māori descent. The school is comprised of four learning hubs. A dedicated technology and arts suite provides specialist teaching in science, technology and visual arts for HJHS students and Year 7 and 8 students from surrounding schools.

Since the 2016 ERO evaluation there have been significant changes to the personnel and make up of the board of trustees, leadership and teaching team. During 2017, the principal resigned and since then there have been multiple principal and deputy principal changes. During the onsite stage of this review a new principal had been appointed. Ongoing changes to personnel have made it difficult to sustain improvement and progress during the last two years.

In response to the areas for review and development in the previous ERO report, the school has sought a range of external advice and guidance to raise student achievement. The school has worked extensively with Ministry of Education (MoE) facilitated student achievement team to build teacher capability and develop professional leadership capacity across the school.

Teachers have engaged in externally facilitated professional learning about mathematics, literacy and inquiry. The school is now Tier 2 Positive Behaviour for Learning (PB4L) with an emphasis on supporting students’ readiness for learning.

Learning for life - growing success for all learners, is the guiding whakatauki for the school and through this focus they aim to develop students to be powerful thinkers, contributors, communicators, self-managers and explorers.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The areas identified in the 2016 ERO evaluation for improvement were in relation to raising student achievement though the development of a collaborative culture for learning, effective teaching and the implementation of a responsive curriculum.

Progress
A collaborative culture for learning

Positive progress has been made in establishing a collaborative learning culture. The authentic integration of te reo and tikanga Māori has had a strong impact on students’ readiness and respect for learning. The language, culture and identity of individual Māori students is highly valued and affirmed. Teachers and learners role model and support each other to understand and be active contributors in a positive and inclusive school culture. Students display a growing sense of pride, security and understanding of te ao Māori.

The strong tuakana teina approach is empowering students to work alongside each other to build confidence and knowledge in their learning. Continued school-wide development of PB4L is supporting clear expectations for appropriate learning behaviours.

Significant improvements are evident in the learning environment that supports students’ sense of belonging and engagement. Nurturing relationships between teachers and students enhance learners’ motivation and participation in programmes for learning.

Effective teaching

Significant improvements to teacher practice is evident. Teachers and leaders now have higher expectation for student engagement, progress and achievement. Teachers are making better use of achievement data to target and monitor individual student progress, especially for those achieving below expected levels.

School-wide systems and processes have improved to better support teachers to track acceleration for groups of learners. There are some examples of responsive planning for acceleration, especially in literacy and mathematics. Many students are aware of and able to discuss their levels of learning in relation to The New Zealand Curriculum in reading, writing and mathematics.

In order to further accelerate student progress and achievement, key next steps are:

  • continuing to work with external expertise to strengthen the quality of teaching practice
  • establish and embed expectations for effective teaching practice across the school.
Responsive curriculum

Some progress has been made in the development of a responsive curriculum. Learning programmes integrate local areas of significance to Māori and include a focus on Kingitanga. This knowledge is used to extend learning opportunities.

An area for improvement is the further development of the Hamilton Junior High School Curriculum. This is a priority for school development and needs to include:

  • robust consultation with school stakeholders to gather whānau aspirations
  • implementing the Learning Progressions Framework (LPF) especially in literacy and mathematics to better facilitate student progress across The New Zealand Curriculum
  • building teacher and leaders’ capability in the effective use and analysis of achievement information.

3 Sustainable performance and self review

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

The school is not yet well placed to sustain and continue to review and improve its performance.

Key next steps

Raising student achievement and strengthening governance and leadership remain urgent priorities. For ongoing improvement the school needs to:

  • embed effective teacher practice
  • review and fully develop the HJHS local curriculum
  • build capability and capacity of leadership for learning
  • access training for trustees to build understanding of their governance roles and responsibilities
  • develop shared understandings and ownership of the newly purchased policy and procedural framework
  • improve understanding of internal evaluation for improvement, innovation and knowledge building.

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.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • ensure school-wide practices align with the school’s new policies and procedures.

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.

No international students were enrolled at the time of the ERO review.

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the Secretary for Education consider intervention under Part 78L of the Education Act 1989 for the school to prepare and carry out an action plan to raise overall levels of student achievement.

ERO also recommends that the New Zealand School Trustees Association consider providing support for the school in order to:

  • strengthen trustees knowledge and understanding of their governance roles and responsibilities for effective stewardship.

ERO recommends that the New Zealand Qualifications Authority, as Administrator of the Education (Pastoral Care of International Students) Code of Practice 2016, follows up with the school its implementation of the Code.

Conclusion

Hamilton Junior High School has made some progress since the 2016 ERO report. There is an improved focus on accelerating student progress. The language, culture and identity of Māori learners are now strongly affirmed and celebrated. Despite these improvements significant ongoing support is needed to raise overall levels of student achievement and to strengthen leadership for learning and governance.

ERO intends to carry out another review over the course of one-to-two years.

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

28 November 2018

About the School

Location

Hamilton

Ministry of Education profile number

1942

School type

Restricted Composite (Years 7 to 10)

School roll

103

Number of international students

0

Gender composition

Boys 56% Girls 44%

Ethnic composition

Māori
Pākehā
Other Asian
Other

72%
16%
4%
8%

Special Features

Resource Teacher: Learning and Behaviour (RTLB) Technology Centre

Review team on site

August 2018

Date of this report

28 November 2018

Most recent ERO report(s)

Education Review
Education Review 

April 2016
January 2013