Naenae Intermediate - 29/11/2019

School Context

Naenae Intermediate is in Lower Hutt and delivers education for students in Years 7 and 8. It has a diverse range of cultures with 21 ethnic groups represented. At the time of this ERO review, the roll was 338 students of whom 33% identify as Māori, 23% as Pacific and 31% New Zealand European.

The school vision is ‘To empower all learners with the knowledge, skills and beliefs needed to be successful’. This vision informs all decision making at the school.

The school values, ‘AKO - Acting Respectfully, Valuing Knowledge, Organising Ourselves’, underpin students’ holistic development.

Naenae Intermediate’s current goals and targets for improvement in student outcomes are in:

  • achievement – raising achievement of identified Year 8 students in reading, writing and mathematics (school targets)
  • curriculum – empowering learners through authentic learning opportunities
  • environment – a positive, safe learning environment where wellbeing, diversity and cultural enrichment are promoted
  • partnership – creating and strengthening powerfully connected partnerships.

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

  • student progress and achievement in reading, writing and mathematics
  • student wellbeing and attendance
  • intent and the impact of initiatives on student outcomes.

Professional development in 2019 is focused on introducing Relationship Based Learning (RBL) and teacher coaching.

There have been several changes to staff since the 2016 ERO review, including the appointment of a deputy principal in 2017.

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?

The school is working towards achieving equitable and excellent outcomes for its students.

In 2018, a large majority of students achieved at or above the expected curriculum level in reading and mathematics, with a majority of students achieving at this level in writing. Achievement in Year 7 is generally higher than that in Year 8.

Some disparity exists for Māori students compared to NZ/European in writing and mathematics in Years 7 and 8 and for reading in Year 8. A similar disparity also exists in all three areas for Pacific students.

This pattern is similar to previous years.

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

Recently introduced teaching strategies and programmes are beginning to impact positively on the learning of Māori, Pacific and other students whose learning requires acceleration.

Refined processes show increased levels of acceleration are evident for many students, including Māori and Pacific, in reading, writing and mathematics in the year June 2018 to June 2019. This data also shows clear evidence of significant improvement in outcomes overall to this point. This is likely to result in a substantial improvement in overall achievement for 2019.

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?

The curriculum and its delivery have been reviewed and strengthened to make learning more meaningful for students. Local contexts are well used. A strong cultural focus that respects children’s individual cultural identities and builds on their strengths and successes has also been implemented. There is an increased emphasis on deepening understanding and knowledge of te ao Māori and integrating this and Pacific contexts into learning opportunities. This new approach provides a clear focus on students being able to lead their learning in settings that are future focused, cohesive and meaningful. School leaders are actively involved in planning coordinating and evaluating the curriculum and teaching.

Student success is valued and celebrated. Clear and consistent social expectations are in place that align to the school’s values. There is an appropriate focus on student wellbeing. Students with additional learning needs are well supported through a range of strategies and specialised personnel that provides opportunities to access a modified curriculum and to participate in ways that support their learning and inclusion.

The school continues to work to implement and refine effective practices and processes to address the equity of outcomes for all learners. This is reflected through their deliberate actions and strategic goals that focus on ongoing improvement. Groups of students who require their learning to be accelerated are clearly identified and appropriate targets set. Their progress is monitored and reported to inform progress towards school goals and targets Leaders are now using this data to determine the impact of teaching over time to better understand the value added.

There is an ongoing focus on supporting teachers to build capability and improve their practice. Opportunities are provided to grow staff teaching practice and leadership capacity. All staff have access to a range of whole school professional development which is linked to priorities for school improvement. A recent restructure of curriculum teams effectively supports teachers to innovate and trial new approaches within their classrooms. It enables teachers to share effective practice and contribute to each other’s professional learning. 

Leaders and trustees have a clear vision for ongoing improvement and have a strategic approach to change. They are collaborative and strongly guide and support the school’s new direction. They are focused on positive student outcomes and success including wellbeing and achievement. They provide holistic support and pastoral care that is deliberate and intentional. Leaders have created trusting relationships at all levels of the school and community.

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

Leaders and teachers are currently further developing tracking systems at class and leadership levels to strengthen the monitoring of the progress of at-risk learners and to show the impact of initiatives on their achievement.

The school’s documented curriculum is currently being refreshed to reflect the vision for learning and to sustain improvements to teaching practices. Completion of this, in consultation with families and the community, is an ongoing next step.

Leaders have reviewed and strengthened their appraisal processes through training leaders in impact coaching. A next step is to ensure the revised process is implemented as planned.

Leaders, trustees and teachers are reflective and seeking to understand the impact of initiatives on practice and student outcomes. They have begun to grow their understanding of evaluation and inquiry activities. They understand the importance of ensuring these actions are purposeful, systematic and coherent. Further development of inquiry and evaluation practices will support leaders to better measure the impact of initiatives and curriculum actions.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Naenae Intermediate’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • curriculum that effectively responds to students interests, strengths, cultural identities and promotes and inquiring approach to learning
  • professional learning that supports teachers to collaborate and share effective practice
  • improvement focused leadership that is reflective and seeks improve teaching and student outcomes.

Next steps

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

  • using improved tracking systems to strengthen the monitoring of at-risk learners
  • continued development of inquiry and evaluation practices to better measure the impact of initiatives on student outcomes
  • implementing the revised appraisal process to strengthen feedback to teachers
  • ongoing documentation of the schools refreshed curriculum to clarify expectations for teaching and learning.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

29 November 2019

About the school

Location

Lower Hutt

Ministry of Education profile number

2921

School type

Intermediate (Years 7 and 8)

School roll

338

Gender composition

Male 52%, Female 48%

Ethnic composition

Māori 33%
NZ European/Pākehā 31%
Pacific 23%
Asian 6%
Other Ethnicities 7%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

September 2019

Date of this report

29 November 2019

Most recent ERO report(s)

Education Review June 2016
Education Review March 2014