Havelock North Intermediate

Education institution number:
2572
School type:
Intermediate
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
534
Telephone:
Address:

13 Nimon Street, Havelock North

View on map

Havelock North Intermediate

Te Ara Huarau | School Profile Report

Background

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

Havelock North Intermediate is located in Hawke’s Bay. It is a partner within the Tukituki Kāhui Ako cluster and caters for learners in years 7 to 8. The school draws its community from both urban and rural contexts.

Havelock North Intermediate’s strategic priorities for improving outcomes for learners are:

  • Whenua – strengthening the roots of knowledge while learning from the past to develop a strong future.

  • Mō ngā iwi – learn independently, together; support and value each other.

  • Korowai – strengthening wellbeing of a diverse community through resilience, equality and values-based learning.

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

ERO and the school are working together to evaluate how effectively culturally responsive practice is promoting improved outcomes for all learners.

The rationale for selecting this evaluation is:

  • a commitment to holistic and continuous improvement for all learners

  • a response to academic data to ensure equitable outcomes for all, particularly Māori.

The school expects to see a high quality and culturally responsive curriculum that promotes positive learner outcomes for all.

Strengths

The school can draw from the following strengths to support its goal to implement effective and culturally responsive practice:

  • structures that improve teaching such as collaboration and moderation in order to support achievement for learners

  • supportive trustees that enable targeted resourcing and opportunities to support positive learner outcomes

  • a refreshed school vision and profiles for both learners and teachers to guide wellbeing and learning.

Where to next?

Moving forward, the school will prioritise:

  • strengthening reciprocal and learning centred relationships families and whānau to support improved achievement

  • effective teaching practices that are consistent with culturally responsive and relational pedagogies to support positive learner outcomes, particularly for Māori.  

  • the promotion and support of learner wellbeing, inclusive of te ao Māori and mātauranga Māori including broadened services for both students and whānau.

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

19 December 2022

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

Havelock North Intermediate

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of December 2021, the Havelock North Intermediate, School 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 Havelock North 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.

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

19 December 202

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

Havelock North Intermediate

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.  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.

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

19 December 2022 

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

Havelock North Intermediate - 10/05/2017

Summary

Havelock North Intermediate School is situated in Havelock North, Hawkes Bay. At the time of this review there were 497 students and 20% identify as Māori.

Since the May 2014 ERO report, there has been a period of challenge and change. A new principal was appointed to commence leadership in 2016. Recently, two team leaders and several teachers have been appointed. A new Board of Trustees has been elected since the previous ERO review.

The school has recently reviewed its charter in consultation with whānau and the community and reaffirmed its vision.

Staff, trustees and leaders have been involved in mathematics professional learning and development.

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

The school has developed an approach to supporting students whose learning and achievement need acceleration. Many processes have been strengthened. Many Māori learners achieve in relation to National Standards in reading, writing and mathematics. Further work is needed to have equitable learning opportunities for all Māori students, especially in relation to numbers achieving above National Standards, and boys in writing.

School leaders are strongly focused on developing a future-focused curriculum and culturally responsive practices. Teachers have revisited the underpinnings of the curriculum. Consultation with the community has clarified and confirmed aspects of development. Student ownership and control of their learning is a key part of the new direction. Significant progress has been made in te reo me ngā tikanga Māori within the curriculum.

The school has capacity and capability to accelerate learning for all children. It has developed a strategic plan to address these needs.

The school agrees to:

  • further develop and implement targeted planning to accelerate learning for children
  • monitor and evaluate the impact of targeted planning, new teaching practices, and children’s progress
  • share 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?

In 2016, the school reported that most students, including Māori, achieve in relation to the National Standards in reading, writing and mathematics. Significant numbers of students are achieving above these standards.

Although there has been an increase is student achievement over time, the school has yet to achieve equity of outcomes for all students. Māori learners’ achievement and boy’s achievement in writing have been identified as priorities in the 2017 school targets.

Processes for dependability of teacher judgements for National Standards in writing and mathematics are in place. The school strengthened assessment practices in 2016. These include a range of standardised assessment tools and trust in and use of the achievement information from contributing schools.

Students at risk of low achievement are quickly identified, their needs recognised and programmes of support are put in place. Their progress is regularly monitored and reported to trustees and whānau.

Trustees and school leaders acknowledge the need to address the lower achievement of Māori students and increase their engagement in learning. A strategic plan, Ko Maungawharau, guides the implementation of this plan. This development is strongly focused on culturally responsive practices, considering the views of Māori students and active connection with their whānau.

School conditions supporting equity and excellence

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

The school continues to strengthen its approach to supporting students whose learning and achievement need acceleration.

Students are challenged and supported to succeed in a responsive learning environment. They are well engaged in tasks and have opportunities to pursue individual interests and strengths.
A purposeful tone and respectful interactions are evident.

Trustees and leaders are highly reflective and recognise the value of regular evaluation. There is a systematic, evidence-based approach to reviewing key areas of school operation. Leaders seek to evaluate the impact of changes in practice on improved outcomes for students and look to scale up areas of effective practice schoolwide.

Trustees are strongly focused on supporting teachers and leaders to achieve equitable and excellent student outcomes. They receive a range of useful and comprehensive information that they scrutinise and use to make decisions on school operation, practices and priorities. They are
focused on the future and improving stewardship to function at a high level.

Trustees and leaders have strengthened connections with the school community and work to form strong working relationships with whānau Māori and other schools. 

A collaborative schoolwide culture has been established. School leaders work together to:

  • set clear and consistent expectations
  • grow teachers’ capability and ability to inquire into the effectiveness of their classroom practices
  • provide targeted resources to support student achievement
  • build meaningful relationships with parents, whānau and contributing schools
  • seek out and use student and community views for decision-making
  • achieve the school’s goals for equity of student outcomes.

The school curriculum is coherent, inclusive and increasingly culturally responsive. It appropriately gives priority to reading, writing and mathematics. There is an increased focus on the integration of learning areas and authentic contexts for learning.

Sustainable development for equity and excellence

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

Many good quality school processes have been established and now need to be embedded. Further work is needed to develop equitable learning opportunities across the school. Leaders are working to progress further the initiatives in place to improve outcomes for all students. These include:

  • further integration of te reo me ngā tikanga Māori into the curriculum
  • further development of student agency to allow learners to take ownership of and responsibility for their learning
  • continued development of partnerships for accelerated learning with parents and whānau.

Continuing the strong developments now established in these key areas should lead to improved 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.
Appraisal audit

The school’s appraisal processes support cohesive collection of evidence towards the Practising Teacher Criteria and teachers’ professional growth.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (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 two students attending the school.

The school makes good provision for international students. It has suitable systems for monitoring students’ wellbeing, progress and integration into the community. Self-review processes support ongoing improvements in provision for these learners.         

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 boys remains. 

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • need to continue to build teacher capability to accelerate children’s learning and achievement. 

The school agrees to:

  • further develop and implement targeted planning to accelerate learning for children
  • monitor and evaluate the impact targeted planning, new teaching practices, and children’s progress
  • share the school’s progress with ERO.

ERO will provide feedback and resources to support the development of more targeted planning.

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

Patricia Davey
Deputy Chief Review Officer Central (Acting)

10 May 2017

About the school                    

Location

Havelock North

Ministry of Education profile number

2572

School type

Intermediate (Years 7 and 8)

School roll

497

Gender composition

Female 56%, Male 44%

Ethnic composition

Māori                                              20%
Pākehā                                           75%
Other ethnic groups                    5%

Provision of Māori medium education

No

Review team on site

March 2017

Date of this report

10 May 2017

Most recent ERO report(s)

Education Review, May 2014
Education Review, September 2010
Education Review, October 2006

Havelock North Intermediate- 20/05/2014

1 Context

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

Havelock North Intermediate School serves its Hawkes Bay township and surrounding rural and coastal communities. At the time of this review it had a roll of 492 Years 7 and 8 students, 18% of whom identify as Māori.

The curriculum is underpinned by values outlined as REACH: resilience, engagement, accountability, courtesy and honesty. There is an overarching focus on respect for self, others and the environment. The school is committed to the introduction of learning environments using digital devices.

Meeting the individual and collective needs of emerging adolescents and developing students socially, emotionally, culturally, physically, and academically are focuses. The school’s involvement over the past four years in the Ministry of Education programme, Positive Behaviour for Learning (PB4L) supports students to follow these values through explicit teaching and schoolwide expectations.

Since ERO's 2010 review, a deputy principal for curriculum leadership has been appointed and an organised middle management structure has been introduced. New trustees were elected to the board in 2013.

2 Learning

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

The school reports that the majority of students are achieving at and above in relation to National Standards for reading, writing and mathematics. Results for its Māori and Pacific students are below those of their peers. Senior leaders use this information to develop annual achievement targets which focus on accelerating the progress of students identified as achieving below and well below National Standards.

Teachers use a good range of assessment information to support the judgements they make about student progress. They are gaining confidence in moderation processes to support overall judgements for written language. Senior leaders acknowledge that ongoing support in the moderation of reading and mathematics should strengthen the reliability of teacher judgements in these areas.

Good processes have been developed to support teachers inquire into their practice. Senior leaders have identified that these should help teachers to make better use of student achievement information to improve teaching and further enhance outcomes for students.

Students with identified learning needs are supported through a range of appropriate interventions. Recently developed procedures should assist regular monitoring of student engagement, progress and achievement, and evaluation of the impact of programmes on students' learning.

Parents receive useful information about their children’s progress and achievement in relation to National Standards. Transition to the intermediate from primary school is well considered and responsive to the needs of students and their families.

3 Curriculum

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

The school’s curriculum is clearly aligned with The New Zealand Curriculum (NZC) principles, values and key competencies. Appropriate focus is given to literacy and mathematics. Inquiry based learning integrates social sciences and health, along with literacy and mathematics. A key feature of the curriculum is the innovative approach to the teaching and learning of technology and science.

Students enjoy a wide range of academic, cultural and sporting learning activities. Positive, friendly, respectful interactions are evident in the classroom and playground. Students take on leadership roles. They have the opportunity to be involved in kapa haka, and all learn te reo Māori.

School expectations to guide teacher practice, planning and programme delivery are explicitly outlined in documentation. In classrooms where good practice was evident, teachers use effective strategies to engage students in meaningful learning. Staff know students well. Senior leaders identify and use examples of good practice to support quality teaching across the school. They continue to focus on assisting teachers to improve practice.

Staff are at an early stage of implementing a curriculum with an e-learning focus. Senior leaders acknowledge their next step is to support and develop a schoolwide, shared understanding of teaching using digital devices to enhance learning. They are aware of the need to consider the equity of programme provision across the school. The board funds devices to promote learning for students with specifically identified needs.

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

The board and senior leaders develop appropriate achievement targets to accelerate Māori student progress and achievement. Since ERO’s 2010 report the board has consulted with Māori whānau. Strategic plan goals have been developed in response to feedback received. Senior leaders and teachers have identified the need to support staff to develop cultural awareness to better promote success for Māori as Māori.

4 Sustainable Performance

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

The school is well placed to sustain and improve its practice. Trustees receive useful and ongoing information about student achievement and curriculum development. They make informed decisions about resourcing to support student learning outcomes.

The leadership team has a shared vision for improvement and takes a collaborative approach to schoolwide development. Leaders work together to lead and support teachers to improve outcomes for students. Distributed leadership acknowledges and uses the strengths, skills and abilities of staff.

A well-considered approach to improving teacher practice is supported by a robust appraisal process. It focuses on building teacher capability to enhance learning for all students. Teachers receive constructive feedback that supports their development. Senior leaders have identified the next step is to align appraisal goals to school priorities and personal development needs.

Ongoing discussion and reflection enables senior leaders and trustees to identify strengths and areas requiring further development. School leaders agree it is timely to strengthen the school’s approach to self review. The next step is to develop a planned, in-depth evaluative approach to curriculum review. This is likely to better support sustained good practice and decisions about change that promote improvement in student outcomes.

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. No international students were enrolled at the time of this 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.

In order to improve current practice, the board of trustees and principal should ensure that appraisals are completed for all senior leaders each year.

When is ERO likely to review the school again?

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

20 May 2014

About the School

Location

Havelock North

Ministry of Education profile number

2572

School type

Intermediate (Years 7 to 8)

School roll

492

Gender composition

Female 60%, Male 40%

Ethnic composition

NZ European/Pākehā

Māori

Other ethnic groups

65%

18%

17%

Review team on site

March 2014

Date of this report

20 May 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2010

October 2006

June 2003