Napier Intermediate - 11/12/2017

School Context

Napier Intermediate is located in central Napier. It caters for 405 students in Years 7 and 8 and 35% are Māori with a small percentage of Pacific heritage. The school has experienced appreciable roll growth since the July 2014 ERO report.

The school’s stated vision for student success includes valued outcomes of ‘growing engaged, curious, collaborative risk-takers who are resilient, empathetic, solution-focused lifelong learners’.

Leaders worked with a Ministry of Education Student Achievement Function (SAF) practitioner in 2016 to support professional development and improve student outcomes. The school is part of, and the principal is leading, the Napier City Community of Learning|Kāhui Ako.

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

  • achievement in reading, writing and mathematics, in relation to the National Standards

  • progress against the school’s annual and strategic plan goals

  • key outcomes in relation to student 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?

School achievement information shows that, overall, from 2014 to 2016, the large majority of students achieved at or above expectations in reading, writing and mathematics.

Within this overall picture, the information also shows that in reading and writing the school achieved significantly lower results for Māori and Pacific students than for others. The in-school disparity, while still present, was less significant in mathematics. Girls achieved consistently higher across these learning areas than boys.

The progress of students with additional learning needs is monitored against each student’s individual education plan.

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

School data for 2017 indicates that the school is increasing the effectiveness of its response to those Māori and other students whose learning and achievement need acceleration.

The majority of Māori and other students identified by the school as priority learners are reported to have made accelerated progress by the end of Term 3, 2017. Many of these students are on track to achieve at expectations by the end of Year 8.

2 School conditions for equity and excellence

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

School leaders are working appropriately to reduce in-school disparity and to have equitable outcomes for all.

Newly introduced approaches are better meeting the needs and accelerating the progress of priority and target learners. These learners are well identified. The new process more effectively tracks, monitors and reports on the progress of these learners at teachers’ team meetings, every three weeks.

Leaders have established high expectations for teaching and learning. Teachers have a collaborative approach to inquiring into their practice, planning and assessment, to more effectively respond to the needs of individuals and groups of students. Students with additional learning needs are well supported with appropriate programmes and interventions.

For assessment of learning, moderation practice supports teachers to make dependable judgements about students’ achievement in reading, writing and mathematics. Teachers gather, analyse and use a suitable range of assessment information for decision making about teaching and learning. The Community of Learning|Kāhui Ako is looking to introduce the Progress and Consistency Tool (PaCT) to further enhance assessment and moderation practice.

There is a purposeful, school-wide learning environment. Relationships among students and teachers are positive and respectful. Well-considered processes for students’ transition into the school have been strengthened through the Community of Learning, and are supporting students to more easily integrate into the school community and engage in their learning.

A broad curriculum provides extensive opportunities for students to engage in a wide range of cultural, sporting, artistic, academic and leadership activities. Students are taking increasing responsibility for their learning. Student voice is valued and contributes to decisions about contexts for learning and wellbeing.

Leaders are focused on growing teacher capability. There is increasing coherence of systems and processes from strategic planning, through professional development and curriculum, to classroom practices that are designed to improve student outcomes.

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

Reporting to the board about student achievement is still for broad groups and cohorts. Refining reports to include specific focus on the rates of progress of priority and target students is needed. This should enable trustees to better evaluate the impact of the newly introduced approaches, particularly on reducing existing disparities and increasing overall levels of achievement.

Curriculum review is ongoing. The pace of recent development has meant that the school curriculum document has not kept up to date with evolving practice. Formalising and documenting expectations for culturally responsive teaching and the use of local themes and contexts for learning are clear next steps.

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.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

4 Going forward

Key strengths of the school

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

  • providing a positive and respectful school-wide learning environment that supports students’ engagement and learning

  • a collaborative approach and high expectations from the board, leaders and teachers that promote improved outcomes for students

  • identifying, tracking, monitoring and responding to the needs of priority learners to improve their rates of progress.

Next steps

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

  • achieving equitable outcomes across learning areas and for all groups of students within the school

  • enhancing culturally responsive practice for teaching and learning to better support learners’ language, culture and identity

  • evaluating the impact of new initiatives, identifying and embedding effective practice, and inform ongoing improvement.

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

11 December 2017

About the school



Ministry of Education profile number


School type

Intermediate (Years 7 -8)

School roll


Gender composition

Male 53%, Female 47%

Ethnic composition

Māori 32%
Pākehā 56%
Samoan 5%
Other ethnic groups 7%

Provision of Māori medium education


Review team on site

October 2017

Date of this report

11 December 2017

Most recent ERO report(s)

Education Review July 2014
Education Review June 2011
Supplementary Review May 2008