Heretaunga Intermediate

Education institution number:
2575
School type:
Intermediate
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
341
Telephone:
Address:

260 Orchard Road, Hastings

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Heretaunga Intermediate - 13/08/2018

School Context

Heretaunga Intermediate caters for students in Years 7 and 8. At the time of this review the roll was 292 students, with 38% identifying as Māori and 9% of Pacific heritage. Since the June 2015 ERO report, the roll has increased significantly.

The overarching vision is for students to be on a learning pathway - Te Ara Ako - where they are open-minded to learning, resilient and self-managing. The school’s core values are whanaungatanga of respect, pride and commitment.

The school’s current achievement aims are for stated percentages of Year 8 Māori and Pacific students to achieve at or above expectations in reading and writing; and of all students and Year 8 Māori students to achieve these expectations in mathematics.

Leaders regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics

  • attendance.

There is an established leadership team. Since the previous review, there have been significant staff changes.

The school is part of the Ngā Hau e Whā Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Raised achievement and equitable outcomes across all groups of students are needed.

School achievement information for 2017 shows that, overall, three-quarters of students achieved at or above expectations in reading. Half reached expectations in writing and mathematics. Girls achieved better than boys in writing and similarly in reading and mathematics.

There is significant in-school disparity of achievement for Māori students in reading, writing and mathematics.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school does not have a clear schoolwide picture of the extent to which Māori and other students make progress or accelerate their learning.

Assessment information indicates there is some evidence of students, including Māori, moving from below expectations to meeting expectations between 2016 and 2017.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Students’ engagement and participation in learning is supported by positive and inclusive school conditions, culture and classroom environments. Through recent implementation of Te Ara Ako learning pathway, students are encouraged to take ownership of their learning. Students are provided with a range of opportunities to access the wider curriculum. Positive and respectful relationships are evident between teachers and students.

Leadership is proactive in creating a supportive learning environment. The provision of professional development and a strong collaborative approach support the improvement of teaching and learning practices. Strengths-based teaching and promotion of student self-management skills for learning contributes to purposeful learning for all students.

Teachers work to provide equitable opportunities to learn for all students. Schoolwide provision of digital technologies and teacher aide support contributes to these opportunities. Students with additional learning needs are well identified and included within the school community. External support is effectively accessed to support their learning.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Trustees, leaders and staff now need to develop a shared understanding and knowledge about accelerated learning for equity and excellence in student outcomes. This should lead to an improved response to those Māori and other children whose learning and achievement need acceleration.

Trustees and leaders should place high priority on responding to what the analysed data shows when deciding annual achievement targets. Chosen targets, and actions to support them, should align with high expectations and include identifying and prioritising the needs of students at risk of underachieving. Continuing to develop effective systems and processes for leaders and teachers to track and monitor student progress in relation to the targets should also support this.

Processes for capacity and knowledge building of leaders and teachers need further development. Strengthening the appraisal process with related professional learning and development should further support teachers to promote raised achievement and improved learning outcomes. These developments should include:

  • increasing staff capability to inquire into and respond more effectively to those students whose learning and achievement need acceleration

  • continuing to review the curriculum to include local context

  • continuing to strengthen partnerships with whānau.

Improvement is needed in the quality and dependability of reported achievement data for reading and mathematics to provide a sound and useful basis for decision making. This should include:

  • establishing a clear understanding of expected levels of student achievement in relation to the curriculum

  • reconsidering the assessment tools to be used

  • documenting assessment guidelines and procedures

  • regular moderation of teachers’ assessment judgements about students’ achievement.

For sustainability, improvements should be underpinned by ongoing internal evaluation that identifies what is working well for students’ learning to make the greatest difference, what is not working, and where change is needed.

It is timely for trustees, leaders and teachers to better develop a shared and explicitly stated understanding of student wellbeing to promote more equitable outcomes for learning.

3 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
  • finance
  • 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.

Actions for compliance

ERO identified non-compliance in relation to health in The New Zealand Curriculum.

In order to address this, the board of trustees must:

  1. comply with the requirement to consult with the school community about the delivery of the health curriculum, at least once every two years.
    [Section 60B Education Act 1989]

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a positive and inclusive teaching and learning environment that encourages students to take responsibility for their learning and behaviour

  • collaborative relationships within the school, that focus on providing positive conditions for students’ learning

  • well-resourced learning environments that provide equitable opportunities and support for students’ learning.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • the quality and use of student achievement and other data for decision making to identify and address student needs and improve learning outcomes

  • processes for building school and teacher capability through professional learning and development, inquiry, appraisal, and wider internal evaluation [ERO will provide an internal evaluation workshop for trustees and senior leaders]

  • annual planning and curriculum development through process that are cohesive and aligned to support school priorities, with targeted planning to accelerate learning
    [ERO will monitor and discuss progress with the school.]

Recommendation

ERO recommends that the board seek the support of external expertise to assist further development of a coherent whole-school approach to curriculum, assessment and use of data to lift achievement for all students.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

13 August 2018

About the school

Location

Hastings

Ministry of Education profile number

2575

School type

Intermediate (Years 7 to 8)

School roll

292

Gender composition

Female 49%, Male 51%

Ethnic composition

Māori 38%
Pākehā 46%
Pacific 9%
Other 7%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

June 2018

Date of this report

13 August 2018

Most recent ERO report(s)

Education Review, June 2015
Education Review, May 2013
Education Review, February 2010

Heretaunga Intermediate - 17/06/2015

Findings

The school has worked with ERO in a review process over the past two years and, until December 2014, with a Limited Statutory Manager. Considerable progress has been made in: increasing student engagement; establishing effective communication; and improving leadership and management. Improving the progress and achievement of identified learners is a next step.

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

1 Background and Context

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

Heretaunga Intermediate caters for students in Years 7 and 8. The current roll is 199 students and 43% are Māori. Staff provide specialist technology classes and the school hosts a Kowhai School Satellite Unit.

The May 2013 ERO report identified areas for improvement related to student achievement, governance, leadership and management. Development was needed to increase the effectiveness of communication and consistency of teacher practices. Self-review systems and practices were not in place.

The Ministry of Education appointed a Limited Statutory Manager (LSM) in October 2013 for employment, board systems and processes, curriculum and to advise on communication. The school participated in an ongoing ERO evaluation process over a period of two years, to support improvement.

The board of trustees worked with the LSM to improve its systems and processes and appointed a new principal in May 2014. The LSM completed work at the school at the end of 2014.

The board chairperson has continued to lead trustees since 2013. Three new trustees were elected earlier this year. The board, principal and other senior leaders have worked steadily to address areas that required improvement.

2 Review and Development

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

Priorities identified for review and development

An action plan was developed with key priorities for development. Actions and outcomes were monitored throughout the process. The three main goals were to:

  • strengthen the use of achievement information to improve teaching and raise student achievement and engagement
  • increase the effectiveness of communication
  • build leadership and management capability.
Progress

A school-wide focus on increasing student engagement is clearly evident. The principal and senior leaders have led a considered approach which emphasises:

  • teachers inquiring into and improving their practice to motivate and engage students
  • grouping students for instruction to improve how learning needs are met
  • using teaching and learning resources that are relevant and interesting for students
  • increased opportunities for students to use digital devices.

Leaders and teachers have increased their focus on implementing systems for collecting and collating student achievement information and reporting to the board. They have plans for improving their ways of tracking student progress and achievement over time.

This year, teachers and leaders are participating in well-considered, whole-school professional development focusing on building staff capacity and understanding of effective teaching of reading. The school identifies, and ERO’s evaluation supports, that they need to continue to strengthen the validity of overall teacher judgements about student achievement in relation to the National Standards.

A strong emphasis on establishing effective communication is evident.

Teachers are better informed about school operations and have increased opportunity to contribute to decision making. Staff have worked together to refine the school values and rules. There is now a greater school-wide, shared understanding of expectations for teaching and learning.

The principal and senior leaders are seen as approachable and supportive of staff.

Increased emphasis has been given to communicating with students. An example, is the practice of sending letters to students about class placement in 2015, supporting their transition to this school.

Communicating with the community has been given priority. Specific evenings and open days have taken place and student-parent-teacher conferences have been introduced. These activities, along with board surveys inviting parents’ viewpoints, have assisted in strengthening parent and families’ engagement with the school. Building learning partnerships should be a continued area of focus.

Leadership and management have significantly improved since the May 2013 ERO review.

The board and school leaders have developed useful plans for guiding school direction. These include the strategic plan and separate plans for promoting the success of Māori and Pacific students.

The board and senior leaders have made appropriate changes to school systems. The board follows an annual work plan, ensuring that trustees are meeting their governance responsibilities.

Senior leaders and curriculum and cultural leaders are working collaboratively with an appropriate focus on all staff working together. There is less emphasis on syndicates operating independently.

The newly-developed appraisal process includes several components that relate to ongoing improvement of teaching. Teachers are inquiring into the effectiveness of their teaching. Appraisal will be strengthened by evaluating the quality of the outcome against the desired purpose or goal. In addition, making stronger links between appraisals and accelerating student achievement should enhance outcomes for students.

Key next steps

An important next step is for all school personnel to have clear, shared high expectations and act consistently on these expectations. Ensuring that students at risk of poor educational outcomes have their learning needs met, through specific, direct instruction is an urgent priority.

A deeper analysis of student achievement data is likely to assist with giving priority to programmes and initiatives that will accelerate student achievement. This should also give a clearer picture of how well students progress and achieve.

A further step is to strengthen shared understanding of evaluation for improvement. This should involve developing increased clarity in planning to enable evidence-based evaluation of the impact of actions, at a later stage. Giving priority to initiatives that focus on raising student achievement is essential.

3 Sustainable performance and self review

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

Heretaunga Intermediate is well placed to embed and build on new initiatives, and continue to improve its performance. It has:

  • made significant improvements to governance and leadership
  • improved communication and collaboration with staff, students and their families
  • focused on and enhanced the effectiveness of teaching to increase student engagement
  • revised and re-emphasised school values and expectations to create a positive school climate and relationships likely to improve student progress 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.

Conclusion

The school has worked with ERO in a review process over the past two years and, until December 2014, with a Limited Statutory Manager. Considerable progress has been made in: increasing student engagement; establishing effective communication; and improving leadership and management. Improving the progress and achievement of identified learners is a next step.

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

Joyce Gebbie

Deputy Chief Review Officer Central

17 June 2015

About the School

Location

Hastings

Ministry of Education profile number

2575

School type

Intermediate (Years 7 to 8)

School roll

199

Gender composition

Female 56%, Male 44%

Ethnic composition

Māori

Pākehā

Samoan

Cook Island Māori

Other ethnic groups

43%

41%

5%

2%

9%

Special Features

Kowhai School Satellite Unit

Technology Classes

Review team on site

May 2015

Date of this report

17 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2013

February 2010

September 2007