Maidstone Intermediate

Education institution number:

2893

School type:

Intermediate

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

497

Website:

http://www.maidstone.school.nz/

Telephone:

04 528 3094

Address:

Redwood Street, Upper Hutt

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Maidstone Intermediate - 12/02/2018

12 Feb 2018

School Context

Maidstone Intermediate in Upper Hutt caters for 473 students in Years 7 and 8 and 25% are Māori.

The school’s vision is: ‘inspiring positive self-belief in learners to think critically and contribute meaningfully in an increasingly changing world’. Valued outcomes are for students to be motivated and inspired to success.

Leaders and teachers regularly report to the board, school wide information about outcomes for students in the following areas:

progress and achievement in reading, writing and mathematics
progress and learning of students with additional needs
wellbeing.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

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

Raising achievement to promote equity and excellence across the school remains a priority.

The school recognises that, generally, achievement in reading, writing and mathematics is low. There continues to be disparity for some groups of learners.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

School data shows that there is an increase in students achieving at or above expectation by the time they leave the school at the end of Year 8. School reported data for 2017 shows that many Year 8 Māori students have made accelerated progress. The most significant gains have been in writing.

The school continues to focus on reducing disparity for Māori students.

2 School conditions for equity and excellence

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

Students’ progress is promoted through teachers using a wide range of responsive, learner-focused initiatives and strategies. Curriculum developments have led to increased student engagement in learning through the use of authentic, high interest contexts.

Staff know students well. Respectful relationships across the school promote student wellbeing in a positive learning environment. A school counsellor supports students who are faced with challenges that could impact on their learning.

School leaders and teachers efficiently use analysed progress and achievement information to inform teaching and learning priorities and school direction. Trustees are well informed. They receive timely information that allows them to monitor progress towards the school’s strategic goals and priorities, and supports their decision making.

The school has further developed processes and systems for building teachers’ and leaders’ capability. Collaboration with other schools, learning institutions and community agencies is well considered and is focused on improving outcomes for all students.

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

School leaders recognise, and ERO’s evaluation confirms, the need for a coherent approach across school practices and initiatives.

Leaders are appropriately focused on building processes and practices to achieve equitable outcomes for those Māori and other students whose learning, progress and achievement need acceleration. Consistently implementing these practices should better support response to those students most at risk of underachievement.

Building leaders’ knowledge and collective capacity to use focused internal evaluation should support a systematic approach to determining what works well to promote students’ learning progress, and what is needed to lift achievement overall and reduce disparities. The findings of such internal evaluation should better inform decisions and actions for improvement toward achievement of equity and excellence.

Developing partnerships with parents and whānau that support learning particularly for students identified in the school’s achievement targets is also a next step.

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.

4 Going forward

Key strengths of the school

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

provision of a positive and respectful environment that supports students’ engagement and learning within curriculum contexts that are of high interest
pastoral care, that systematically responds to students’ needs and promotes their wellbeing for learning success
analysis and use of achievement information for decision making about teaching and learning by the board, leaders and teachers.

Next steps

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

achieving equity and excellence for all groups through promoting consistent practice across the school to raise overall achievement and reduce disparities
developing learning partnerships with parents and whānau to further support students’ engagement and learning
internal evaluation processes and practices, to evaluate the impact of initiatives and inform ongoing improvement

[ERO will provide and internal evaluation workshop as requested by trustees and senior leaders.]

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

12 February 2018

About the school

Location	Upper Hutt
Ministry of Education profile number	2893
School type	Intermediate (Years 7 and 8)
School roll	473
Gender composition	Male 55%, Female 45%
Ethnic composition	Māori 25% Pākehā 60% Pacific 6% Asian 6% Other ethnic groups 3%
Provision of Māori medium education	No
Review team on site	November 2017
Date of this report	12 February 2018
Most recent ERO report(s)	Education Report December 2014 Education Report December 2011 Education Report October 2008

Maidstone Intermediate - 19/12/2014

19 Dec 2014

1 Context

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

Maidstone Intermediate is a caring and supportive community that caters for students in Years 7 and 8. Since the December 2011 ERO report, a new principal and senior leader have been appointed. Extensive refurbishment of classrooms has occurred during the past two years.

Option courses enable students to participate in programmes responsive to their strengths and interests beyond the classroom.

A school counsellor supports students and families with a range of challenges that could impact on students’ learning. The school seeks and responds to the opinions of students, families and whānau.

Student success is regularly celebrated. There is a wide range of opportunities for students to participate in sporting, cultural, arts and community activities.

2 Learning

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

The principal has a strong focus on teachers making increasingly good use of student information that leads to positive changes to learners’ engagement, progress and achievement.

National Standards data for 2013 shows that while most students achieve at and above in relation to the Standards in reading and mathematics, significant groups are below and well below. Māori, Pacific and boys are over represented in these groups. Writing has been is a priority in 2013 and 2014 due to lower levels of achievement.

Student achievement targets identify groups of students whose achievement needs progressing. These targets are also used by staff to identify specific teaching approaches and to prioritise professional learning. The school is always looking for ways to establish collaborative learning conversations with target students’ families.

In order to accelerate the progress of all learners, trustees, leaders and teachers need to:

review the range and timeliness of assessment methods they use to gather student information
strengthen the interpretation and use of data at all levels of the school to identify what is working well and ways to improve teaching practices.

These changes should enable teachers to better plan and deliver programmes that meet the needs of all students. Such development should also strengthen reporting of student progress and achievement to parents and the board.

Students with specific needs are well supported to achieve their learning and social goals. Reports to parents are a celebration of their achievements. Inclusive classroom environments enable these students to feel part of school life.

Parents receive reports about their children’s progress in relation to the National Standards. Threeway conferences involve conversations with families and whānau about their children’s learning. Students’ contributions are central to this process. In order to make the reports more useful, clear next steps for learning should be included and suggestions about how families can help students at home.

3 Curriculum

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

A review of the school’s curriculum is a significant focus for the school. The current curriculum is clearly aligned with the principles of The New Zealand Curriculum. Leaders and teachers agree with ERO, that the revised curriculum should have a focus on relevant place-based aspects such as local features and cultural perspectives. The review should also enable staff to develop a collective understanding of teaching that supports students to be active partners in their learning.

Students effectively engage with a broad range of learning in and beyond the classroom. Specialist teachers provide technology and performing arts programmes. The Maidstone Athletic Development (MAD) programme extends students who have outstanding sporting skills. A comprehensive careers programme, at both year levels, is integrated across all learning areas.

There is a planned and considered approach to integrating information and communication technologies and bring your own device for learning and teaching, and use by families and whānau.

Transitions into and beyond school are carefully managed and based on each student’s needs. This enhances their confidence and sense of belonging at school.

Teachers use a wide range of strategies that engage students in purposeful learning. These include:

building positive and respectful relationships
students working collaboratively
effective use of questioning to encourage students to explain their ideas
opportunities for self-directed learning and student choice
purposeful activities linked to students’ experiences and prior knowledge.

Most of the 28 Pacific students identify as Samoan. In 2013, data showed that a small number of these students were achieving in relation to the National Standards. Trustees and leaders acknowledge the need to strengthen the focus on raising the achievement of Pacific students. Building teacher capability to be responsive the cultures, languages, identities of Pacific students is an important next step.

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

Twenty-five percent of students identify as Māori.

Senior leaders and trustees recognise outcomes for many Māori need improving. Achievement data for 2013 shows that while some students achieve at and above against the National Standards in reading, writing and mathematics, significant numbers of students are below the standards.

Kapa haka is a valued activity in the school and benefits from strong whānau and volunteer support. Māori students successfully participate in sporting, arts and leadership activities. Partnerships with Orongomai Marae have continued to build. Kaumatua provide guidance in protocols and tikanga Māori for class visits to the marae.

The school should continue their engagement with iwi and whānau to develop a shared strategic approach to Māori student success.

The previous ERO report identified the need to build teachers’ capability in te reo me ngā tikanga Māori. This remains an area for further development. Integration of te ao Māori in learning programmes would enable rich connections to be made with Māori students’ culture, language and identity and contribute to higher levels of engagement and success.

4 Sustainable Performance

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

The school is well placed to improve and sustain its performance.

Trustees bring a diverse range of experience to their governance roles. They are well informed and regularly participate in governance training. The board are very supportive of the direction the new principal has for the school.

The charter identifies priorities to enable equitable opportunities for all students to achieve success, and for continuous school improvement. Principal’s reports and other curriculum-based reporting are supporting the board to make informed decisions about programmes and resourcing based on charter goals.

Trustees and ERO agree that review at board level needs to be strengthened by including expected outcomes linked to each goal in the annual plan. This should enable closer evaluation of progress and effectiveness in relation to the goals.

Teachers critically reflect on the effectiveness of their teaching with colleagues and through the appraisal process. They develop goals which guide professional learning observations of their classroom practice. Continuing to build on teachers’ use of data to identify what is working well for students is an area for further development. Provisionally Registered Teachers have a planned programme of professional support and guidance based on their needs.

The new principal is leading the school in a considered and inclusive way. She is working with staff to build a culture of learning and achievement focused on students being active partners in learning. She is well supported by a cohesive team of leaders across the school.

Parents and whānau are valued contributors to school activities and are well informed about events their children engage in.

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 is well placed to improve and sustain its performance. The principal has a strong focus on teachers making good use of achievement information to make positive changes for students. A review of the school’s curriculum is a significant focus for the school. The intended outcome is to increase students’ partnership in their learning.

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

Joyce Gebbie

National Manager Review Services

Central Region

19 December 2014

About the School

Location	Upper Hutt
Ministry of Education profile number	2893
School type	Intermediate (Years 7 to 8)
School roll	545
Gender composition	Male 51% Female 49%
Ethnic composition	Māori NZ European/Pākehā Pacific Asian Other ethnic groups	25% 63% 5% 4% 3%
Review team on site	November 2014
Date of this report	19 December 2014
Most recent ERO report(s)	Education Review Education Review Education Review	December 2011 October 2008 December 2005