Taradale Intermediate - 20/06/2018

School Context

Taradale Intermediate, in Napier, caters for students in Years 7 and 8. Nineteen percent of the school’s current roll of 556 students are Māori. The roll has increased since the February 2015 ERO report.

The school’s mission statement is ‘To provide rich, real and relevant learning experiences for all students to become internationally-minded, life-long learners’. Taradale Intermediate is a candidate school for the International Baccalaureate (IB). The New Zealand Curriculum competencies and IB learner profile and guide the school’s curriculum.

A major priority for schoolwide professional learning and development (PLD) in 2016 and 2017 has been the development of leaders’ and teachers’ cultural competences relating to Māori culture, language and identity. Many have completed study papers relating to this. Other schoolwide focus areas have included mathematics, IB workshops and coaching. Positive Behaviour for Learning (PB4L) is an ongoing priority.

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

  • achievement and engagement in mathematics

  • achievement in reading and writing

  • health and physical activity information.

The school is a member of the Taradale/Greenmeadows Learning Cluster. The principal is the lead school principal for the Ahuriri Resource Teacher: Learning and Behaviour Cluster.

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?

End of year achievement data from 2017 showed that most students were achieving at and above expectations in reading, writing and mathematics. Overall achievement has increased over time.

In reading and writing at the end of 2017 there was a small disparity between Māori and Pākehā students. The school has made good progress with reducing this disparity over time. There was no disparity in mathematics. In writing, more girls than boys were achieving at and above expectations.

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

Those Māori children and other children who were achieving below school expectations in reading and writing have been clearly identified and individual action or education plans developed.

Targeted students, who were achieving significantly below expectations in mathematics in 2016 and 2017, participated in interventions that supported the majority of the group to make accelerated progress. There is evidence of improved engagement, confidence and self-belief for many of these students.

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?

There are many school processes and practices that effectively promote the achievement of equity and excellence.

Interactions between teachers and students are respectful and students are supported to regulate their learning. Teachers scaffold their understanding of their achievement and next learning steps. Student-led conferences are well established. Learning contexts are meaningful for and relevant to students. Information communications technologies continue to be used effectively as a tool for learning.

Significant development has taken place since the previous ERO review to include an authentic Māori perspective into the curriculum. A strategic plan is in place to support the development of culturally responsive practices, aligned to the Kahungunu Cultural Standards project. This should continue to strengthen collaboration with whānau to promote success for Māori students as Māori. Leaders have identified that the board should investigate the use of Hautu – Māori Cultural Responsiveness Self Review Tool to support the implementation of a culturally responsive approach.

Leaders collaboratively develop and pursue the school’s vision and goals. They reflect on current practice and ensure effective planning and coordination of the school’s curriculum and teaching. The school curriculum is firmly based on TheNew Zealand Curriculum with a strong focus on literacy and mathematics. Through an integrated curriculum, students have opportunities to explore areas of interest through an inquiry approach.

Teachers use relevant standardised assessment tools and their school-developed matrices to provide evidence of students’ achievement and progress. Rigorous moderation processes within the school and with other schools provide assurance about the validity of overall teacher judgements.

The school has a well-developed system to support students with additional learning needs. The board funds a fulltime pastoral carer.

The teaching-as-inquiry process is well established and used. The school has evidence that teacher practice and student achievement have improved as a result of teacher inquiry into their practice.

The principal leads the coordination of professional development, especially the focus on Māori culture, language and identity, through membership of the Māori Achievement Collaborative.

The board actively represents and serves the school in its stewardship role. Trustees demonstrate appropriate processes to ensure they meet legal requirements.

Communication strategies effectively support and strengthen learning-centred relationships between families and the school. A strategic goal is to strengthen partnerships with parents. A plan is in place for 2018 that includes aspects for review and redevelopment to strengthen the school’s approach. ERO’s evaluation supports this direction.

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

Mentoring and coaching processes promote ongoing improvement of teaching. The appraisal process should be strengthened by increased appraiser feedback in relation to the Standards for the Teaching Profession. Further development of a shared understanding of evidence and how this is documented is a next step.

To further support parent partnership, leaders should consider:

  • formalising parent and whānau meetings as a forum for sharing and gathering information

  • evaluating partnership initiatives, including progress in relation to the Māori Education Strategy.

Currently leaders and teachers reflect on practice and use research and have made changes accordingly. A next step is for the school to develop a shared understanding of an evaluation framework to strengthen the school’s capacity to sustain ongoing improvement. This will enable evidence-based judgements to be made about the effectiveness of initiatives and resourcing and positive outcomes for students.

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 Education (Pastoral Care of International Students) Code of Practice 2016 (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 are two international students attending the school. They live with their parents. They achieve and progress well and, along with their parents, are part of the school community.

Teacher have primary responsibility for international students in their class. The teacher monitors progress, usually using English Language Learning Progressions, and reports to families and the principal as part of the school process.

4 Going forward

Key strengths of the school

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

  • achieving outcomes for students that show consistently good levels of achievement

  • provision of a broad curriculum for students

  • many effective school processes and practices that effectively promote and support students to be actively engaged learners.

Next steps

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

  • appraisal

  • partnerships with parents and whānau

  • internal evaluation.

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

20 June 2018

About the school



Ministry of Education profile number


School type

Intermediate (Year 7 and 8)

School roll


Gender composition

Female 53%, Male 47%

Ethnic composition

Māori 19%
Pākehā 73%
Asian 6%
Pacific 1%
Other ethnic groups 1%

Provision of Māori medium education


Review team on site

March 2018

Date of this report

20 June 2018

Most recent ERO report(s)

Education Review February 2015
Education Review June 2011
Education Review March 2008