Monrad - Te Kura Waenga o Tirohanga

Education institution number:

2402

School type:

Intermediate

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

395

Website:

http://www.monrad.school.nz

Telephone:

06 357 9777

Address:

228 Botanical Road, Palmerston North

View on map

Monrad Intermediate - 12/01/2018

12 Jan 2018

School Context

Monrad Intermediate in Palmerston North caters for students in Years 7 and 8. Of the 276 students enrolled, 53% are Māori and 8% are Pacific.

Valued outcomes of the school includedeveloping confident, respectful students, supportive of their peers, who are proud of their school, themselves and their culture. Following a recent review, the values of creativity, excellence, mana, commitment and resilience were adopted.

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

achievement in reading, writing and mathematics
achievement in pānui, tuhituhi and pāngarau
valued outcomes in relation to student engagement, wellbeing and behaviour.

Since the January 2015 ERO report, there have been changes to the governance board, and a new principal started in Term 2, 2017.

The school has three classes in the Tahuna-ā-rua unit offering Level 1 Māori Medium Education. Specialist teachers deliver programmes in the technology and arts curriculum areas.

In 2014, a change and improvement plan was developed, in conjunction with support from a Ministry of Education Student Achievement Function (SAF) practitioner. This support concluded in 2016.Professional development has focused on building teachers’ cultural competence and capability in te reo Māori and effective teaching in literacy.

The school is a member of the Palmerston North City and Rural Two Community of Learning|Kāhui Ako.

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?

The school is working towards developing effective practices and processes to improve student achievement and address in school disparity for boys, Māori and Pacific learners when compared with girls and Pākehā. Overall, significantly higher levels of achievement are needed.

Reported achievement at the end of 2016 showed that the small majority of students achieved at or above in relation to national expectations in writing and mathematics. Slightly more achieve well in reading. This has been the pattern of achievement over the past three years.

For students in Māori medium, the school reports significantly lower achievement overall in pānui, tuhituhi and pāngarau. There are however, some students who have attained the National Certificate of Educational Achievement (NCEA) Level 1 credits in te Reo Māori.

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

The school is developing and strengthening its response to those Māori and other students whose learning and achievement need acceleration.

Mid-year 2017 achievement information indicates for expected end of year achievement, likely acceleration of learning for some Māori and Pacific students and boys in reading, writing and mathematics.

Other available information indicates that some students make accelerated progress, including as part of a group supported in tuhituihi (writing) in Tahuna-ā-rua, and a group assisted in their reading learning. However, precise measures of acceleration are not evident.

2 School conditions for equity and excellence

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

Considerable progress has been made in curriculum responsiveness that reflects te ao Māori, local contexts and interests to better engage students in their learning. There has been a deliberate focus on developing teachers’ cultural responsiveness that has enabled Māori and Pacific students to develop a sense of belonging.

Leaders are working collaboratively with teachers, fanau to identify school priorities and establish the school’s future direction. They seek and value their views and those of students. These views are well considered when making decisions about change and improvement and strengthening learning partnerships with students.parents, whānau, and

Staff work collaboratively for learners with additional needs who are well supported to participate in all aspects of school life.

School leaders are establishing a coherent approach to developing teachers’ leadership skills, expectations of practice, and provision of support for staff professional growth.

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

Strengthening internal evaluation, processes to support dependability of teacher assessment judgements, and trustees’ understanding of their roles and responsibilities should further promote achievement of equity and excellence.

Leaders acknowledge there is a need to further develop systems to strengthen the robustness of assessment judgements in relation to student achievement information.

Building student ownership of learning and how teachers plan to respond to Pacific learners and boys to raise levels of achievement is an identified priority.

Leaders are reflective and improvement focused. They recognise the value and use of evidence to inform decision making and improvement. Further developing a shared understanding of the purpose and use of internal evaluation to support improved student outcomes is a next step.

School leaders acknowledge the need to continue to improve systems that specifically focus on those students whose learning needs acceleration. Reporting to the board to show how many students make expected progress, more than expected progress or less than expected progress should assist with decision making. This should also aid trustees to set targets, monitor progress and achievement and inform decision making to improve outcomes for students.

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:

partnership with students, parents and community and culturally responsive practices to promote students sense of belonging and improve outcomes
collaborative practices by leaders that sets high expectations for teaching and learning through building teachers’ professional capability.

Next steps

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

targeted planning to accelerate learning to improve outcomes for students, to achieve equity for all groups in the school and raise levels of achievement overall
[ERO will monitor and discuss progress with the school.]

strengthening assessment and monitoring of student progress and achievement to provide the board with a clearer picture of progress of known targets to inform decision making
internal evaluation processes and practices.
[ERO will provide an internal evaluation workshop for 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.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

12 January 2018

About the school

Location	Palmerston North
Ministry of Education profile number	2402
School type	Intermediate, Years 7 and 8
School roll	276
Gender composition	Boys 51%, Girls 49%
Ethnic composition	Māori 53% Pākehā 36% Pacific 8% Asian 3%
Provision of Māori medium education	Yes
Number of Māori medium classes	3
Total number of students in Māori medium (MME)	61
Total number of students in Māori language in English medium (MLE)	92
Number of students in Level 1 MME	61
Review team on site	October 2017
Date of this report	12 January 2018
Most recent ERO report(s)	Education Review January 2015 Education Review December 2011 Education Review December 2008

Monrad Intermediate - 21/01/2015

21 Jan 2015

Findings

Monrad Intermediate curriculum promotes students’ cultural, sporting and creative aspirations. Education in Tahuna-ā-rua is responsive to whānau and learner aspirations for Māori medium education. School leaders and trustees have developed useful plans to improve practices, raise achievement levels and develop self-review capability. Change is underway and at an early stage.

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?

Monrad Intermediate School caters for students in Years 7 and 8 and is located in Palmerston North. Of the 257 students enrolled, 56% are Māori and 9% are Pacific.

Provision is made for English and bilingual teaching. Tahuna-ā-rua comprises four classes delivering bilingual education at Levels 1 and 2 in te reo Māori. From 2015, all four classes will be operating at Level 1 (at which 81 -100% of the time the curriculum is taught in te reo Māori). Six mainstream classes include one class catering for students with academic abilities.

The school is welcoming and inclusive of parents, whānau, aiga and students. Interactions between students, teachers and their peers are mutually respectful and supportive. Students show pride and confidence in their accomplishments. They are enthusiastic about the range of curriculum experiences offered.

Since the December 2011 ERO report, the board has a number of trustees who are new to governance and a new deputy principal commenced in Term 2, 2014.

Systems and practices require strengthening to improve achievement. In 2014, a change and improvement plan was developed, in conjunction with support from a Ministry of Education’s Student Achievement Function (SAF) practitioner. Goals in this plan reflect relevant school priorities. Implementation of these goals is in the early stage.

2 Learning

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

Assessment practice requires strengthening to better track, monitor and respond to students’ needs.

Reported achievement at the end of 2013 indicated that, overall, achievement in relation to National Standards needed to improve. Accelerating progress in writing and improving achievement in literacy and mathematics continues to be a priority.

In the two years at Monrad Intermediate School, most students in Tahuna-ā-rua make significant progress in their use and understanding of te reo Māori. Some students achieve well, completing the National Certificate of Educational Achievement, Level 1 and Level 2 te reo Māori, through Te Aho o Te Kura – The Correspondence School.

Some teachers use data well to meet the learning needs of students. Moderation practices for writing provide reliable judgements about student achievement against these National Standards. Development of moderation practices for reliability of judgements in mathematics and reading is ongoing.

Leaders and trustees have developed annual achievement targets. To be more useful, these need to specifically show how the school will meet the needs of priority learners and accelerate their progress.

Strengthening the consistent use of data to meet the specific learning needs of students is required to improve teaching.

Curriculum priorities in reading, writing and mathematics should be taught regularly in all classes.

Trustees use reported information well to make decisions about resourcing, including providing additional personnel.

To improve self review, the board should get comprehensive reports on student progress at key points during the year and information that shows the impact of specialist intervention.

3 Curriculum

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

The school’s curriculum requires further work to promote student learning and academic achievement.

School leaders and trustees are reviewing the school vision, mission and values with teachers, parents, whānau, aiga and students. Developing shared aspirations for student success should contribute to an inclusive vision for the school.

Cultural, sporting and creative activities successfully support student engagement in wider curriculum experiences. Specialist teaching in food technology, hard and soft materials, science and music is highly responsive to students’ interests and motivates them.

Professional learning and development assists teachers to improve their practice in literacy and mathematics.

Further support is required to develop the use of effective strategies in the classroom to improve student progress and achievement.

Learning for students in Tahuna-ā-rua is within the context of kaupapa Māori. Regular hui meaningfully include whānau in supporting students’ experiences. Graduate profiles indicate student progress and success. Students show a strong sense of belonging and pride.

Students identified with additional educational needs or requiring learning support have programmes through the school's Mega Learning Centre (MLC). A significant number of students attend programmes in the centre and a review of its effectiveness is underway. To support an evidence-based review, information from tracking, monitoring and reporting of student progress is needed. To improve outcomes for students, staff should:

comprehensively analyse data to ensure programmes match student needs
extend working relationships with parents of students receiving assistance, to have and support shared and agreed learning goals
ensure the needs of students are firstly met by differentiated teaching in the classroom and referral to the MLC is in addition to the classroom programme.

Pacific students participate in cultural performances and activities that reflect and acknowledge their unique cultures. School leaders have successfully engaged with families and developed a strategic vision acknowledging shared aspirations for student success. Aligning goals in this plan with relevant actions and implementing ongoing improvement should further promote culturally responsive practices for Pacific learners.

Some teachers comprehensively meet the needs of students in the classroom. However, this is not consistent. Improving teacher practice is a priority to improve student progress and achievement.

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

Improving educational success for Māori students is an area for ongoing development.

The education students have in Tahuna-ā-rua meets the aspirations of Māori learners and their whānau for Māori medium education. Kaupapa Māori strongly underpins student involvement in kapa haka. Participation and success in external competitions provides a basis for collective celebration.

Areas for improvement, identified in the 2011 ERO report, remain to be addressed. Teachers in mainstream classes should:

use practices that are responsive to Māori students’ culture, language and identity
purposefully put into practice what has been learned in professional learning and development.

Setting clear expectations for the inclusion of te ao Māori in the curriculum, monitoring teacher development and providing relevant feedback should build competence and confidence to promote improved culturally responsive practice.

4 Sustainable Performance

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

Strategic planning shows the intention of school leaders and trustees to improve curriculum performance and raise student achievement. They are managing improvement well to achieve the planned goals.

School leaders and trustees have external support and appointed internal leadership to guide improvement. The change and improvement plan reflects relevant priorities and implementation has begun. Achieving successful outcomes based on these planned goals is critical to raise student achievement and strengthen curriculum outcomes.

Teachers are well supported to build their professional practice. Feedback, through appraisal, identifies strengths and areas for ongoing development. External facilitation is strengthening teachers’ ability to effectively inquire into the impact of practice and consider strategies to engage students purposefully in learning. To further improve these practices senior leaders and teachers should continue to:

provide feedback to teachers aligned to agreed best practice strategies
develop teachers’ ability to set goals specific to individual development
engage staff in professional dialogue, critical reflection and increase their opportunities to observe responsive practice.

Trustees have a strong commitment to school direction, focused on improvement for students. With external support they have strengthened their knowledge of effective governance. Trustees are considering how best to plan for succession and develop guidelines to support future trustees. Implementation of a three-year action plan provides a strategic focus for their governance practice.

The school engages purposefully with parents, whānau and aiga. Information is shared and gathered through consultation, three-way conferencing and written reports. Parents actively support curriculum learning for students through school events and as part of education outside the classroom. The Reading Together programme has been introduced to support parents with reading at home.

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

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

Joyce Gebbie

Deputy Chief Review Officer Central Region

21 January 2015

About the School

Location	Palmerston North
Ministry of Education profile number	2402
School type	Intermediate (Years 7 to 8)
School roll	257
Gender composition	Male 56%, Female 44%
Ethnic composition	Māori NZ European/Pākehā Pacific Other ethnic groups	56% 29% 9% 6%
Special features	Four immersion Māori classes Specialist Technology Centre
Review team on site	November 2014
Date of this report	21 January 2015
Most recent ERO report(s)	Education Review Education Review Education Review	December 2011 December 2008 November 2005