Taradale Intermediate - 17/02/2015

Findings

School systems and processes focus on improving student achievement. Teachers know students well and work collaboratively to meet identified needs. The broad curriculum provides students with wide-ranging opportunities through which they can succeed. Trustees provide good support for school initiatives.

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?

Taradale Intermediate School, Napier, caters for students in Years 7 and 8. The current roll of 473 includes 71 Māori and four Pacific students.

Since the June 2011 ERO report, the school has undergone significant leadership changes. A new deputy principal started at the beginning of 2014 and a new principal began at the start of Term 3, 2014.

The school has formed two accelerated learning classes to extend students who are performing well. Parents can elect their child’s entry into these classes or into one of the three laptop classes.

The school has a positive ERO reporting history.

2 Learning

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

Considerable student achievement information is gathered and analysed to inform class teaching and learning. This is used to determine which students require additional support, particularly in reading, writing and mathematics. Student progress throughout the year is monitored within teaching teams and school wide. Students with special needs are well catered for in an inclusive environment.

National Standards information for 2013 showed that for reading 82% were at and above in relation to the National Standards. For mathematics 80% were at and above and for writing 73%. Students who were below National Standards at the beginning of the year are a particular focus for teachers. Their progress and achievement are monitored regularly and strategies implemented to improve their progress. Māori students achieve slightly lower than their peers in reading and mathematics.

Writing has been an in-depth development focus in 2014 with specific targets for improved outcomes. In response to achievement data, a boys’ writing group and a girls’ mathematics group have been formed to address identified needs.

The leadership team and staff are aware of the need to retain a strong focus on accelerating outcomes for students. Setting sharper targets is likely to contribute to strengthening teachers’ attention to accelerating the progress of priority and underachieving students.

Parents receive comprehensive reports that include information in relation to National Standards. Students are involved in reporting their own progress through three-way conferences.

There is an ongoing focus on giving students ownership of, and helping them take responsibility for, their learning. Continuing to develop the control and input that students have, of and in their learning, has appropriately been identified by school leaders as an area for ongoing improvement.

All students have opportunities to develop their leadership skills across a range of activities.

3 Curriculum

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

The school provides a broad curriculum that impacts positively on student learning, including that of priority students. The ongoing focus on meeting the needs of the emergent adolescent is strong. Rich, authentic learning experiences across a wide range of contexts are evident. The balance between academic, sporting and cultural experiences is well considered. Teachers have good knowledge of their students. They work collaboratively to build student confidence and engagement, and to promote positive academic outcomes.

Teacher professional development is appropriately focused on supporting improved outcomes for students.

Information and communication technologies continue to be highlighted in the school and are appropriately used as tools in a range of authentic learning contexts. A high level of connectivity allows students to share online their class computer activities, progress and achievement with their families at home.

Annual curriculum reviews are accompanied by action plans. Attending to each essential learning area contributes to a holistic focus on programmes for students. Reviewing the school’s ‘conceptual curriculum’ is acknowledged by senior leaders as a next step.

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

The school is developing its effectiveness in promoting educational success for Māori as Māori. School leaders are keen to further develop relationships with whānau, to support a higher level of success for their children. An action plan has been developed to strengthen the school's provision for Māori students and whānau are to be consulted for their perspectives. Whānau spoken with by ERO were very positive about the support their children have to engage with schooling and to succeed.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. A good range of formal and informal reviews contributes to the school’s improvement focus. To promote greater consistency in school evaluation, senior leaders have recently redeveloped their self-review framework. They are aware of the need to continue to strengthen self-review processes, including learning area reviews and updating the self-review policy.

Appraisal processes include a wide range of documentation, regular observations and feedback. It is timely to review appraisal and link it to teachers’ personal inquiries and reflections to improve their practices.

Trustees are well informed about student achievement. They make good provision for teachers’ professional learning. Positive relationships between the board, leaders and teachers are evident.

The new principal is well supported by a leadership team who ably and collaboratively work to bring about improved outcomes for all students.

Transition into school is carefully considered and includes good communication with contributing schools.

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. The school has attested that it complies with all aspects of the Code.

At the time of this review there were two international students attending the school. One student comes from China and the other from Korea. They live with their parents.

The school, which is inclusive, prefers to cater for only a small number of international students so that it can provide a personalised programme.

Students are provided with the opportunity to learn English. This class has an engaging programme that uses the local environment and resources. The teacher liaises closely with, and provides reports to, the students’ parents, teachers and the pastoral care team.

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

School systems and processes focus on improving student achievement. Teachers know students well and work collaboratively to meet identified needs. The broad curriculum provides students with wide-ranging opportunities through which they can succeed. Trustees provide good support for school initiatives.

ERO is likely to carry out the next review in three years.index-html-m2a7690f7.gif

Joyce Gebbie

National Manager Review Services

Central Region

17 February 2015

About the School

Location

Napier

Ministry of Education profile number

2687

School type

Intermediate (Years 7 to 8)

School roll

473

Number of international students

2

Gender composition

Male 50%

Female 50%

Ethnic composition

Pākehā

Māori

Pacific

Other ethnic groups

79%

15%

2%

4%

Review team on site

October 2014

Date of this report

17 February 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2011

March 2008

May 2005