Mt Roskill Intermediate - 02/08/2013

1 Context

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

Mt Roskill Intermediate School caters for students in Years 7 and 8. The school is part of a three school campus education initiative that includes Mt Roskill Primary and Mt Roskill Grammar Schools. The three schools work together to promote the best outcomes and seamless pathways for students.

The school enjoys the diverse cultures, religions, and languages that students bring to the school. A well resourced special education unit provides care and education for students with special needs. A culture of care, acceptance and inclusiveness enhances the school’s environment for all learners.

Since the 2010 ERO report the school has experienced a decline in the student roll. This decline aligns with national and local population trends. School staffing has remained stable over the last three years.

The 2010 ERO report noted that ERO and school managers were in agreement about future priorities for the school. These priorities included further building teaching practices that were based on information about student achievement and that promoted greater student involvement in their learning. The report also suggested that the school developed initiatives to engage the Pacific community in student learning and school activities. The school has made very good progress in these areas.

2 Learning

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

School managers and teachers use student achievement information very well to make positive changes to student engagement, progress and achievement. They use data to set school wide targets to accelerate the progress of students who are not achieving. They have high expectations for all students to achieve National Standards in reading, writing and mathematics.

Teachers regularly gather and analyse student achievement data. They use data well to plan for learning groups and to support students in setting their learning goals. Teachers use moderation processes to ensure consistency in making judgements around student achievement and to inform teaching methods. Close tracking allows teachers to monitor engagement with learning and other influences in students’ lives.

Students have a good understanding of their progress and achievement, and most students know what is required of them to achieve their next learning step. They make good use of self and peer assessments to make improvements and to meet their goals. Increasing consistency in teacher practice around helping students to see connections between curriculum levels and their next learning steps would now be helpful.

Achievement data for Māori students is collated and analysed separately. This information is used well to identify students who are at risk of not achieving. Identified students are provided with specific teaching and learning approaches that help to progress and improve their achievement. School data indicates that Māori students who participate in these interventions are making very good progress.

Pacific students, as a group, are identified and targeted through school goals in reading, writing and mathematics. According to school achievement data, these students make accelerated progress each year. Parents have opportunities to attend workshops on how to support their children to learn at home. Information provided by Pacific parents and students in regular fono and surveys about the ways in which Pacific students learn best is used by teachers to guide planning for Pacific learners. Pacific students have opportunities to participate in speech competitions in their first languages.

Students with special needs are catered for well both in withdrawal and in classroom programmes. A well resourced special needs unit provides specialist care and education for students with moderate to severe learning needs. Students’ needs are considered holistically and catered for appropriately. Well documented achievement information indicates that these students are making good progress.

Students with English as a second language (ESOL) have their learning supported effectively in withdrawal programmes that align well with classroom programmes. ESOL staff support classroom teachers, sharing effective practices that help students to make the best progress. The school’s achievement information indicates that ESOL students make good progress in learning the English language over their two years at the school. A campus-wide network of speakers of other languages is used very well to give students access to their first language when needed.

Many parents make good use of opportunities provided through workshops to strengthen their knowledge and skills for supporting their children’s reading at home. The community is expressing a greater interest in, and heightened valuing of, parent-school partnerships.

3 Curriculum

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

The school’s curriculum very effectively promotes and supports student learning. Students have many opportunities to learn outside the classroom, and their cultures and backgrounds are used as the basis for much learning.

The curriculum is based on an inquiry model across all learning areas which encourages students to think deeply and broadly. Teachers design the curriculum so that students have opportunities to reflect and to plan for the future. ESOL and students with special needs have the curriculum designed and modified to cater to their learning needs.

Literacy underpins learning across the curriculum. This approach provides good foundations for students to explore and investigate topics. Students emerging needs are catered for through resources and expertise across the campus.

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

The school promotes educational success for Māori to succeed as Māori very effectively. A campus-wide strategy has been developed to promote initiatives and programmes in response to the special gifts and skills that Māori students bring to their learning and to the school.

Māori students report that they feel proud to be Māori at the school. Teaching programmes include bicultural aspects where Māori students can offer perspectives and lead learning. The school’s Māori liaison person and kaumatua work with parents and the school and their expertise is enriching the value Māori students bring to the school.

Teachers are supported well to improve the use of te reo Māori in their classrooms. Building their understanding of cultural competence could now be promoted through the appraisal process.

Whānau celebrate success with Māori students, and parents are encouraged to participate in students learning. The school should now continue to build parent participation, particularly in contributing to the strategic vision of the school.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance. Well developed self-review processes, at all levels across the school, inform continuous school improvements.

The board of trustees governs the school effectively and supports the principal well to manage the school. Trustees are somewhat representative of the school community. Boards of the three campus schools meet once a term to plan for building capability in governance and for the future of Mt Roskill as a cohesive learning community.

The principal provides strong professional leadership and works collaboratively with senior leaders to manage the school. There is a clear, well documented vision for the school and the principal successfully empowers others to shape and provide direction. Professional learning and development is carefully considered and well placed to embed best practice for consistent good quality teaching. Teachers are provided with opportunities to lead aspects of learning and are given clear guidelines and good models to strengthen their capability as leaders.

The school engages well with its community. Parents contribute to decision making through providing feedback at fono and hui and through participating in surveys and learning workshops.

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. At the time of this review there were two international students attending the school. These students are well provided for. Their English language and other learning needs are well catered for and their wellbeing is closely monitored.

The school has attested that it complies with all aspects of the Code. ERO’s investigation confirms the school’s compliance with requirements of the Code.

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.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

National Manager Review Services Northern Region

2 August 2013

About the School

Location

Mt Roskill, Auckland

Ministry of Education profile number

1383

School type

Intermediate (Years 7 to 8)

School roll

608

Number of international students

2

Gender composition

Boys 52%

Girls 48%

Ethnic composition

NZ European/Pākehā Māori

Indian

Chinese

Tongan

Samoan

African

SE Asian

Fijian

Indian

Niue

Cook Island Māori

Other Asian

8%

6%

29%

15%

9%

8%

4%

4%

2%

2%

1%

12%

Special Features

Special Needs Unit

Review team on site

May 2013

Date of this report

2 August 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2010

June 2007

September 2003