Taradale Intermediate

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

Location	Napier
Ministry of Education profile number	2687
School type	Intermediate (Year 7 and 8)
School roll	556
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	No
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

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.

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