Maeroa Intermediate - 26/01/2016

Findings

Students at Maeroa Intermediate benefit from a broad curriculum and an inclusive school culture that promotes their educational engagement and success. Students achieve well in academic, sporting and cultural pursuits. Māori students have opportunities to learn in bilingual and total immersion classes.

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?

Maeroa Intermediate is a well-established school located in central Hamilton. Students come from a wide geographical area and diverse backgrounds. In recent years, the roll has increased significantly and at the time of this ERO review, there were 661 students of whom the largest group identify as Māori.

Students have the opportunity to learn through the medium of te reo Māori in the Rumaki and Reo Rua syndicate, Te Poho o Tanenui-a-rangi. In the mainstream, the school provides choices of specialist programmes such as the innovative learning environment, the differentiated learning unit, and sports classes.

Since the 2011 ERO review, the long standing principal resigned, and the experienced deputy principal was appointed to the role in 2014. Two new deputy principals have also been appointed in this time. The roles and responsibilities of middle leaders have been reviewed and there have been strategic appointments of new staff.

The new leadership team have, in consultation with external expertise, reviewed and reaffirmed the school’s traditional vision and values as well as expectations for successful teaching and learning as summarised in the Learner Profile. In addition, they have introduced new student assessment tools and strengthened teacher effectiveness through targeted professional learning and development.

The school is well supported by an experienced and committed board of trustees. Many parents and whānau have long standing connections with the school and students benefit from positive and varied learning experiences. Recent refurbishments in many classrooms, and an increase in the use of digital technologies, are enhancing learning opportunities for students.

2 Learning

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

The school effectively uses achievement information to promote student engagement, progress and achievement. During 2015, senior and middle school leaders have increased the ways that data is being shared, discussed and used to reflect on practice, and better meet the learning needs of students.

School leaders and teachers gather, collate and analyse good quality school-wide assessment information, including data from contributing schools. This data is used to:

  • set strategic targets, inform decision making and resourcing at board and senior leadership levels
  • analyse trends and patterns of achievement and track student progress during the year
  • clearly identify and support students at risk of poor educational outcomes
  • strengthen overall teacher judgements, and report to parents, in relation to National Standards
  • inform teacher planning for groups of students in literacy and mathematics
  • help students share their progress with parents through student-led conferences.

A next step is to build on and extend teacher planning to better meet the identified needs of individual students, especially those at risk of poor educational outcomes.

The 2014 student achievement information shows that in general, the proportion of students achieving at or above National Standards in reading, writing and mathematics, is comparable to their peers nationally. However, the school has identified that raising achievement for boys remains an ongoing priority.

The Special Education Needs Coordinator (SENCO) role has been strengthened to better support students with high needs and students at risk of poor educational outcomes and their whānau. Pacific students have opportunities to participate in a cultural performance group, and most achieve at or above National Standards in reading writing and mathematics.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. There has been an extensive review of curriculum delivery to better align with The New Zealand Curriculum (NZC) and Te Mārautanga o Aotearoa. Senior leaders have extended provisions for students to participate in education outside the classroom (EOTC) to ensure that all students experience equitable learning opportunities.

Students experience success in a broad range of academic, cultural and sporting activities as well as many opportunities in technology and the arts. This success is recognised and celebrated through the Koru system which acknowledges student effort, participation and leadership.

Senior and middle school leaders are working with teachers to further develop the Maeroa school curriculum. This development includes:

  • the integration of strong literacy teaching practices across the curriculum
  • the introduction of an inquiry approach in other curriculum areas
  • increased use of computer technology and innovative learning practices
  • regular opportunities for all students to learn te reo Māori
  • the development of the Learner Profile that aligns the school’s cornerstone values and virtues with the NZC.

Senior leaders have initiated comprehensive professional development using internal and external expertise and knowledge. Staff have also visited other schools, attended workshops and conferences, and engaged in ongoing professional discussions. In addition, the appraisal process has been strengthened through evidence-based observations with specific feedback to teachers. These practices have contributed to the development of shared understandings and increased consistency in the quality of teaching and learning across the school.

Students experience clear expectations and guidelines for learning and behaviour. They learn and play in a positive and inclusive school culture and demonstrate a strong sense of belonging and connection to the school. Transitions to and from the school are carefully managed to ensure that students experience minimum disruption to their schooling. ERO observed examples of effective teaching where students were able to:

  • work collaboratively with their peers and teachers and fully engage in their learning
  • see their work acknowledged and celebrated within the classroom environment
  • articulate their learning and identify their next learning steps
  • benefit from caring and respectful relationships with their teachers and each other.

Māori students, particularly in the Rumaki, experience success as Māori in relation to affirming their language, culture and identity. A next step for ongoing curriculum development in other classes is to continue to work collaboratively with teachers, students and whānau to ensure the Māori language, contexts for learning, knowledge and dual partnership perspectives are included in the whole school curriculum. This is an area for development already identified by senior leaders as they work with a Ministry of Education (MoE) education advisor to support and promote cultural responsiveness.

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

The school effectively promotes educational success for Māori students. Senior leaders are using a range of strategies to further raise Māori student achievement. These include:

  • working with external expertise from the MoE to further develop culturally responsive practices and plan professional learning for 2016
  • a review of the learning progressions and assessment practice in the Rumaki classes
  • setting strategic goals and targets for Māori students
  • support for the Rumaki and Reo Rua classes and the appointment of a new learning leader
  • the introduction of a regular te reo Māori programme in all classes
  • strong recognition and pride in whole school pōwhiri, waiata and kapa haka.

The 2014 student achievement information shows that a significant majority of Māori students achieved at or above the National Standards in reading, writing and mathematics. In the Rumaki, a significant majority of students achieve well in Pānui and Tuhituhi. The 2015 data shows that nearly all students are achieving at or above expectations in Tau.

4 Sustainable Performance

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

Maeroa Intermediate is well placed to sustain and improve its performance. Factors contributing to this are:

  • trustees who are skilled and knowledgeable. They are highly supportive of staff, and focused on ensuring positive outcomes for students
  • the new senior leadership team work collaboratively and effectively in building professional capability in teachers and educational success for students
  • school leaders and staff increasingly using evidence-based self review to bring about ongoing school improvement
  • the benefits from continued support from the parent and wider community
  • students learning in well-resourced, inclusive school environments where there are high expectations for students and staff
  • teachers providing programmes of learning that engage and support students to achieve.

A next step for the board, senior leaders and teachers is to explore and implement ways to more successfully engage Māori whānau in the life of the school and their children’s education.

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

Students at Maeroa Intermediate benefit from a broad curriculum and an inclusive school culture that promotes their educational engagement and success. Students achieve well in academic, sporting and cultural pursuits. Māori students have opportunities to learn in bilingual and total immersion classes.

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

Lynda Pura-Watson

Deputy Chief Review Officer

26 January 2016

School Statistics

Location

Hamilton

Ministry of Education profile number

1792

School type

Intermediate

School roll

661

Gender composition

Girls 342 Boys 319

Ethnic composition

Māori

Pākehā

Pacific

Asian

Indian

Other

47%

42%

5%

2%

2%

2%

Special features

Rumaki and Reo Rua

Review team on site

November 2015

Date of this report

26 January 2016

Most recent ERO reports

Education Review

Education Review

Education Review

February 2011

March 2008

March 2005