Pakuranga Intermediate

Pakuranga Intermediate - 08/02/2019

School Context

Pakuranga Intermediate in East Auckland caters for learners in Years 7 and 8. The school currently has 220 students enrolled. Māori students comprise 26 percent of the roll, and students with Pacific heritage make up 25 percent of it.

The school’s overarching vision is future focused –‘I am Tomorrow’ and aims to inspire students’ personal excellence and growth. The school’s values, ‘Pride, Respect, and Care for the environment’, are clearly articulated and displayed schoolwide.

Trustees have a wide variety of experience relevant to their work on the board. They support a collaborative senior leadership team. The board also has oversight of the onsite cluster of resource teachers of learning and behaviour. Since the 2015 ERO review there has been significant staff turnover. More recently, through 2018, staffing has remained stable.

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 science and social sciences

  • progress and accelerated progress in writing

  • progress in relation to school targets in writing, reading and mathematics

  • outcomes in relation to wellbeing for success.

Pakuranga Intermediate is a member of the newly formed Pakuranga West Community of Learning|Kahui Ako.

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 steadily working towards achieving equitable and excellent outcomes for all of its students.

Most students achieve at or above school expectations in reading, writing and mathematics. Leaders and teachers closely monitor students’ individual progress over the year. However, achievement information indicates that some students make minimal progress towards achieving school expectations between Years 7 and 8. The principal and teachers should continue to build on strategies to accelerate students’ rates of progress over these two years.

School achievement information shows a wide disparity in achievement in writing between Māori and other students. Furthermore, it also shows consistent gender disparity in both reading and writing, and a wide gender disparity in mathematics. This has led to the school setting a target for reducing disparity in 2019. Other schoolwide targets include raising achievement in literacy and mathematics, and these targets are relevantly based on the previous year’s achievement data.

Teachers use a variety of school-based and nationally-normed assessment tools to ensure achievement information is robust. They moderate their assessment of samples of student writing across school teams to ensure there is increasing consistency in their judgements. A next step to enhance assessment would be to moderate literacy and mathematics assessment tasks with other schools. It would be beneficial for teachers to continue building their use of assessment for learning.

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

The school has implemented appropriate professional learning to strengthen teachers’ capability to accelerate the learning of Māori and other students. The school is able to show evidence that many targeted students make individual accelerated progress over time in literacy and mathematics.

Senior leaders and teachers closely track the progress of those individuals and groups of students who are identified as being at risk of not achieving school expectations in literacy and mathematics. The principal regularly reports to the board information about the progress and achievement of these target students.

The information the principal reports to the board is broken down to show how well individuals and different gender and ethnic groups of students are tracking. Recent information shows that target Māori boys make more accelerated progress in literacy and mathematics over their time at school than most other groups. Pacific students appear to make the greatest accelerated progress in literacy and numeracy. Senior leaders should continue implementing strategies that ensure students’ accelerated progress is sustainable over time.

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?

Pakuranga Intermediate has some effective processes and practices to support equity and excellence, and accelerate students’ learning.

The board, senior leaders and teachers focus on enhancing teaching practices to promote students’ progress and raise their achievement. Students benefit from learning in caring, collaborative and inclusive learning communities. Teachers establish positive relationships with students and this helps to ensure that learning is prioritised. Students have equitable access to theNew Zealand Curriculum(NZC) through support for their identified learning needs and the use of external agencies. Teachers, and increasingly students, have a shared “language of learning”.

The school’s curriculum reflects the New Zealand Curriculum principles and values, and is increasingly responsive to students’ identified learning needs and interests. Teachers and whānau have opportunities to contribute to learning contexts which consider New Zealand’s bicultural context and student interests. Students access the broader curriculum through specialist programmes, and programmes offered by teachers with specific interests and expertise. 

Teachers are taking increasing personal responsibility for providing high quality teaching. The appraisal and performance management process is supporting them to inquire into the impact that their teaching is having on outcomes for students. Senior leaders are also offering leadership opportunities to teachers to increase the school’s leadership capacity. Intensifying the pace of change could mean that these strategies more effectively support students’ learning.

Trustees and senior leaders collaboratively develop and pursue the school’s vision. They ensure the learning environment supports student and teacher learning, wellbeing and increasingly, innovation. The board and teachers have made good progress in creating better partnerships between the school and whānau of target students.

The principal applies high quality evaluation practices to inform ongoing school improvement. Trustees regularly receive information on progress towards strategic goals and targets. The board receives reports about many curriculum programmes. A schedule has been developed to review policies to ensure that legislative and other requirements are met.

Trustees actively consult with the school community. They focus closely on wellbeing and students’ progress in literacy and mathematics. The board’s decision-making is well informed. The board has some useful strategies for identifying whether or not it is fulfilling its stewardship role.

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

Relevant school developments include:

  • giving students greater ownership of their own learning and progress, and more input into curriculum programmes to increase their engagement in learning
  • senior leaders raising expectations that teachers will promptly use professional learning to enhance the quality of teaching
  • the curriculum leader using the aims of ‘Ka Hikitia 2018-2022 Realising Māori Potential; The Māori education strategy in the curriculum’ to further develop Māori students’ success as Māori
  • the board considering co-opting Māori and Pacific trustees so that the board better reflects the school’s diverse community
  • the board regularly evaluating how effectively it is fulfilling its role in relation to the school’s strategic goals.

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 (the Code) 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 this ERO review.Education (Pastoral Care of International Students) Code of Practice 2016

4 Going forward

Key strengths of the school

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

  • evaluation for ongoing improvement

  • positive learning relationships

  • leadership of the curriculum that aligns with the school’s learning vision.

Next steps

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

  • embedding strategies to accelerate student learning across the wider curriculum

  • greater opportunities for students to lead and monitor their own learning

  • considering additional ways to promote the language and culture of all students

  • implementing strategies to ensure that the accelerated progress of students is enhanced and sustained.

ERO’s next external evaluation process and timing

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

Steve Tanner

Director Review and Improvement Services

Te Tai Raki - Northern Region

8 February 2019

About the school

Location

Pakuranga, Auckland

Ministry of Education profile number

1417

School type

Intermediate

School roll

227

Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori 26%
Pākehā 24%
Samoan 11%
Tongan 7%
other ethnic groups 32%

Provision of Māori medium education

No

Review team on site

November 2018

Date of this report

8 February 2019

Most recent ERO report(s)

Education Review June 2015
Education Review September 2010
Education Review December 2007

Pakuranga Intermediate - 26/06/2015

Findings

Pakuranga Intermediate continues to provide good quality education for its ethnically diverse students. The settled school tone supports student learning and wellbeing. Students enjoy a broad‑based curriculum within an inclusive learning environment. The school is well placed to sustain and improve its performance.

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?

Pakuranga Intermediate in Auckland continues to provide good quality education for students in Years 7 and 8. The school’s roll is ethnically diverse. About a quarter of the students are of Pacific heritage, with Samoan students comprising the largest of the Pacific groups. Māori students make up 17 percent of the roll. Many students have English as an additional language.

The school has a new principal and deputy principal. Its vision and values underpin its positive, settled tone. Affirming relationships support student wellbeing and promote an inclusive learning environment.

The previous 2010 ERO report noted strengths relating to the learning environments, school self review and the wide range of learning opportunities available for students. These strengths remain. The 2010 report also recommended continuing work to strengthen students’ learning through the use of effective teaching strategies and development of a local curriculum to further promote the learning of Māori and Pacific students. These continue to be areas for development

2 Learning

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

Student achievement information is used by the board and school leaders to identify priorities that will help make positive changes to learners’ engagement, progress and achievement. Priorities include setting relevant goals and achievement targets and making relevant resourcing decisions focused on improving outcomes for learners.

Overall, students make good progress during their time at school. Achievement information for 2014 shows that students achieve well in relation to the National Standards. The board sets specific targets focused on lifting Māori and Pacific achievement to levels that compare favourably to that of their peers.

Teachers are continuing to develop how they analyse and use student achievement information to inform programme planning and to adapt teaching practice to better meet students’ learning needs. Senior leaders have implemented a new coaching model to strengthen teacher practices and improve student achievement.

Teachers use some effective teaching strategies that promote student engagement. Students can explain their learning tasks. They value those opportunities where they can make choices about their learning and especially enjoy learning experiences that are fun and challenging.

Parents have good opportunities to discuss their child’s achievement in relation to the National Standards. Leaders recognise the value of continuing to develop learning partnerships between families, learners and the school.

Leaders have identified, and ERO agrees, that next steps are:

  • further strengthening school processes to ensure reliability of student achievement information
  • developing students’ understanding of their own learning, progress and achievement.

3 Curriculum

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

Pakuranga Intermediate’s curriculum appropriately promotes and supports student learning. The school’s curriculum is aligned to The New Zealand Curriculum (NZC). It places good emphasis on literacy and mathematics, and increasingly provides for student learning through information communication technologies.

The broad based curriculum includes sporting, cultural and academic opportunities. It is also enriched by support from an external performing arts group that helps foster students’ creativity and talent.

All students, including Māori, benefit from how the bicultural elements of the curriculum promote te reo me ōna tikanga Māori. An outside roopu support and help tutor the school’s kapa haka group. Leaders are looking to capitalise on the skills of this group to strengthen the school’s bicultural curriculum.

Settled learning environments promote and support student learning. School behaviour expectations are well known to students and underpin the positive school culture. Students are friendly and caring towards each other. Those with special educational needs are well catered for and experience an inclusive school culture.

Leaders have identified, and ERO agrees, that the next steps of reviewing and developing the school’s vision for learning could include:

  • increasing the inclusion of local contexts and culturally relevant learning opportunities in the curriculum to cater for the diverse interests of learners, including those who are Māori and Pacific
  • developing student-centred approaches that give learners more opportunities to lead and respond to learning that interests them
  • increasing consistency in the use of effective teaching strategies that promote students’ critical thinking, creativity and student engagement
  • accessing professional learning and development for teachers to further strengthen literacy and oral language programmes
  • strengthening the careers programme that students receive.

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

Pakuranga Intermediate has developed some useful strategies for promoting educational success for Māori, as Māori. Students spoken to by ERO feel valued as Māori, particularly those who belong to the kapa haka group.

School leaders have identified that to further promote educational success for Māori students the school should continue to:

  • develop a deeper understanding of how Ministry of Education strategies such as Ka Hikitia and Tataiako can influence school operation, organisation and documentation
  • develop a sequential progression of te reo Māori learning and build teachers’ confidence to deliver it within classroom programmes in ways that extend learners.

4 Sustainable Performance

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

Pakuranga Intermediate is well placed to sustain and improve its performance. The board is made up of a mix of experienced and new trustees who are committed to learning about and implementing their roles and responsibilities. The board has some good self-review processes in place.

The principal has a clear vision for improving the school. He is knowledgeable and works collaboratively with staff. His new leadership team is extending opportunities that enable teachers to use their special skills and abilities. School leaders, the board and staff are developing a shared understanding and commitment to the school’s new direction.

The principal has reviewed the teacher appraisal process and a coaching model that aims to build teacher capability has been introduced. These developments should enable the school to provide regular opportunities for teachers to reflect, critique and adjust their practice to support learners.

The board engages with parents and whānau in different ways. The annual hui and fono held for Māori and Pacific parents successfully facilitates consultation. Continuing to respond to parent aspirations should enhance outcomes for learners.

A recent initiative has seen curriculum leaders developing action plans for priority goals, including those for promoting educational success for Māori students. It could be useful to seek parent and whānau voice when developing similar plans for Pacific students.

ERO, the board and leaders agree that important next steps for sustainability and improvement planning are:

  • further developing leadership capacity that is focused on improving educational outcomes for learners
  • reporting to the board on the achievement of groups of students, and on the impact curriculum programmes and learning support initiatives are having on student learning
  • reviewing health and safety processes, including the policies and procedures that underpin these processes.

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 was one international student attending the school. The school has attested that it complies with all aspects of the Code.

ERO’s findings indicate that the programme provided for international students meets expectations. These students receive English language support, as needed, and are well integrated into the life of the school. However, the school’s self review of its provision for international students is not well developed.

The board should become more familiar with the Code. It should be provided with good quality information about how expectations outlined in the Code are being met.

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.

To improve current practice, the board of trustees should:

  • ensure an annual appraisal cycle is completed for all teachers
  • improve self-review processes relating to international students.

Conclusion

Pakuranga Intermediate continues to provide good quality education for its ethnically diverse students. The settled school tone supports student learning and wellbeing. Students enjoy a broadbased curriculum within an inclusive learning environment. The school is well placed to sustain and improve its performance.

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

Dale Bailey

Deputy Chief Review Officer Northern

26 June 2015

About the School

Location

Pakuranga, Auckland

Ministry of Education profile number

1417

School type

Intermediate (Years 7 to 8)

School roll

248

Number of international students

1

Gender composition

Boys 56%

Girls 44%

Ethnic composition

Māori

Pākehā

Samoan

Indian

African

Tongan

Filipino

Middle Eastern

other Asian (including Chinese)

other Pacific

other

17%

29%

14%

6%

5%

5%

2%

2%

8%

7%

5%

Special Features

Base School for Resource Teachers: Learning and Behaviour

Review team on site

May 2015

Date of this report

26 June 2015

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

September 2009

December 2007

January 2006