Taupo Intermediate

Taupo Intermediate - 08/08/2017

Summary

Taupo Intermediate provides education for students in Years 7 and 8 from the town of Taupo and surrounding districts. The current roll of 619 includes 215 Māori students. Since the previous ERO review in 2013, there has been a change in the senior leadership team with a new dean being appointed in 2017. The principal has developed an extended leadership team including a dean, curriculum leaders and team leaders to support professional development and build teacher capability.

The board of trustees contains experienced members that reflect the community in which the school is located. Trustees understand their governance role and are committed to improving learner outcomes.

Achievement patterns for Year 7 children at entry shows that the majority are achieving at and some are above the National Standards in reading, writing and mathematics. Achievement data from 2014 to 2016 shows overall students make positive progress in reading, writing and mathematics by the end of Year 8. This information also shows disparity for Māori and boys. This is consistent with the achievement challenge for the Taupo School’s Community of Learning (CoL)|Kāhui Ako of which this school is a member.

How well is the school achieving equitable outcomes for all children?

The school is responding well to Māori and other children whose learning and achievement needs acceleration.

Curriculum design, stewardship, internal evaluation, pastoral care, relationships with students, parents and whanau, and culturally responsive contexts for learning, are effective in improving outcomes for learners.

The school has the capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and other children remains.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated

  • need to develop and implement approaches that effectively meet the needs of each child

  • need to build teacher capability to accelerate children’s learning and achievement. 

The school agrees to:

  • develop more targeted planning to accelerate learning for children

  • monitor targeted planning, improved teaching, and children’s progress

  • discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

Equity and excellence

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

The school is responding well to Māori and other children whose learning and achievement needs acceleration.

Curriculum design, stewardship, internal evaluation, pastoral care, relationships with students, parents and whanau, and culturally responsive contexts for learning, are effective in improving outcomes for learners.

Achievement data over the last three years indicates that the majority of children are achieving at the expected National Standards in reading, writing and mathematics. Overall girls and pākeha children consistently outperform boys and Māori in reading, writing and mathematics. Achievement information shows that at risk learners, including Māori make significant and positive shifts in their achievement in writing and mathematics. Data for the Year 8 cohort is comparable with national expectations in reading, and below in mathematics and writing. The school has responded positively to these trends through ongoing professional learning for teachers in the teaching of writing and mathematics.

Leaders and teachers are developing some sound moderation practices in writing to assist teachers to make overall teacher judgements (OTJs) about each child’s achievement in relation to National Standards. This practice needs to be expanded to reading and mathematics. The school’s involvement in the CoL, including the introduction of the Progress and Consistency Tool (PaCT), is providing opportunities to strengthen moderation processes.

School conditions supporting equity and excellence

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

Many processes are effective in enabling achievement of equity and excellence for Maori, Pacific and other children.

The school’s curriculum is designed to increasingly respond to the interests, strengths and abilities of the emerging adolescent. Students experience a wide range of learning opportunities and pathways that enable them to engage and enjoy success as learners. These opportunities include specific initiatives to engage boys and Māori learners in physical activities, challenges and leadership. The broad and rich curriculum is contributing to higher levels of student attendance, engagement and learning outcomes. 

Internal evaluation practice is contributing positively to school-wide change and development. Trustees are actively engaged with leaders and teachers in the evaluation of the school’s strategic direction. The charter and targeted action review, development of a formalised review schedule and participation in the Hautu School Trustee Association (STA) culturally responsive practice programme has significantly strengthened internal evaluation within and across the school. This more in-depth approach to internal evaluation is informing decision making and resourcing to support and improve outcomes for all learners particularly those at risk of not achieving.

Effective systems and practices support students’ emotional wellbeing. These practices are underpinned by respectful, caring relationships among teachers and children. Students feel well supported and are able to access specialist internal and external support and guidance when needed. Support staff provide further assistance to children with additional learning and care needs.

There is a strong partnership for learning with parents across the school, particularly for families of those children whose learning is at risk. Effective communication systems enables them to know about their children’s progress and achievement.

Teacher professional learning and development is contributing to improved learning outcomes for children. There is positive alignment between the learning needs of students and priorities for teacher professional development. This is particularly strong in relation to culturally responsive and relational pedagogy, mathematics and more recently in writing. Leaders and teachers are continuing the development of ‘teaching as inquiry’ and are working towards a more integrated and collaborative approach to teaching and curriculum design. The school has a clear focus on improving learner outcomes for their at risk children.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

School-wide systems for use and management of student achievement information in relation to targeted action, leading learning, and building teacher capability require further development.

The school’s approach to targeting and monitoring the achievement and progress of at risk learners is currently under review and yet to be fully implemented. School charter targets need to be more specific and measurable. Leaders need to develop explicit action plans and strategies to accelerate achievement. In addition, they need to more regularly monitor and report on rates of progress for at risk learners and compare this information to other groups of students in the school.

Due to changes to key personnel effective and collaborative leadership of learning is not yet well developed. Middle leaders need to establish clear and shared understanding of their roles as leaders of learning.

There is a need to implement a more strategic approach to building teacher capability that is more specifically focused on accelerating the achievement of at risk learners. Strengthening teacher practice is still a priority in the areas of literacy, mathematics and the use of assessment information. Further development of the school’s appraisal process is also necessary to provide teachers and middle leaders with regular and robust feedback about the effectiveness of their practice and ensure a strong evidential basis for teachers’ appraisal goals.

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

  • 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.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and other children remains.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated

  • need to develop and implement approaches that effectively meet the needs of each child

  • need to build teacher capability to accelerate children’s learning and achievement.

The school agrees to:

  • develop more targeted planning to accelerate learning for children

  • monitor targeted planning, improved teaching, and children’s progress

  • discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop. 

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

8 August 2017

About the school 

Location

Taupo

Ministry of Education profile number

1988

School type

Intermediate (Years 7 and 8)

School roll

619

Gender composition

Girls 50% Boys 50%

Ethnic composition

Pākehā 55%
Māori 35%
Pacific 2%
Other European 3%
Asian 2%
South East Asian 2%
Other 1%

Provision of Māori medium education

No

Review team on site

June 2017

Date of this report

8 August 2017

Most recent ERO report(s)

Education Review October 2013
Education Review October 2010
Education Review October 2007

 

Taupo Intermediate - 14/10/2013

1 Context

What are the important features of this school that have an impact on student learning?

Taupō Intermediate School is located in the Hilltop suburb of Taupō and caters for students from Taupō and the surrounding areas. The roll of 526 includes 187 students who are identified as Māori, many of whom whakapapa to Ngāti Tūwharetoa.

Since the previous ERO review in 2010, there have been no changes to the senior leadership team and few changes to staffing. Teachers have been involved in extensive professional development in literacy, mathematics and assessment practices, led by external facilitators. These initiatives have been funded by the board of trustees.

The school’s vision of ‘making a positive difference’ and ‘getting involved’, is strongly promoted by the principal and teachers, and guides the school’s curriculum. ERO observed high levels of student engagement and a positive atmosphere for participation and learning.

The school has responded positively to the areas for development in the previous ERO review and, under the leadership of the principal, has maintained a focus on school improvement.

2 Learning

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

School leaders and teachers make effective use of student achievement information to make positive changes for students.

The school reports that at the end of 2012, a significant majority of students were achieving at or above National Standards in reading. This information shows considerably lower levels of achievement in writing and mathematics.

School leaders have introduced targeted professional development for teachers to help them improve these levels of achievement. They are continuing to develop processes to assist teachers to make robust judgements in relation to National Standards. School leaders effectively collate and monitor student achievement information to identify school wide trends and patterns and set targets for improvement. It would be now be useful for school leaders to strengthen these targets by focussing more specifically on those students below and well below the National Standards.

Teachers use a wide range of assessment tools to identify student achievement and their learning needs, and plan appropriately for individual students and groups. This information is shared with students in ways that acknowledge progress and identify next learning steps. In addition, teachers identify priority learners and investigate the effectiveness of their teaching practice in accelerating the progress of these students. Teachers are able to show that this process is making a positive difference to student achievement.

Parents are kept well informed about their children’s progress including in relation to National Standards. School leaders are continuing to review and strengthen practices and processes for reporting National Standards.

3 Curriculum

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

Taupō Intermediate School’s curriculum is highly effective in promoting positive outcomes for students.

The school’s broad curriculum focuses on the needs of emerging adolescents and fosters opportunities for every student to experience success. Priority is placed on building students’ capability in literacy and mathematics. Students also have extensive opportunities to participate, experience success and show leadership in:

  • sporting and cultural activities
  • academic competitions and events
  • camps and trips into the local and wider environments.

The school effectively provides for the particular strengths and learning needs of students with academic ability in two separate classes, and also has a boys-only class that is responsive to their specific learning styles.

The principal sets high expectations for teaching and learning. There are clear guidelines for teachers to support them in their practice. Teachers receive regular and useful feedback about their teaching from school leaders and external advisors. ERO observed many examples of high-quality teaching that reflect these expectations and engage students in purposeful learning. Relationships among students and teachers are respectful and caring. Teachers implement a wide range of strategies that help students take ownership of their learning and encourage them to support each other.

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

The school’s National Standards information from the end of 2012 shows that Māori students generally were achieving below their non-Māori peers at the school in reading, writing and mathematics. The school has established valuable links with Ngāti Tūwharetoa, and teachers have participated in the Tūwharetoa Cultural Knowledge Project. A large kapa haka group participates in local competitions and events and plays a significant role in school pōwhiri. Māori students’ sense of identity is fostered by teachers’ use of bicultural contexts for learning in curriculum design and planning. Some classes also participate in noho mārae experiences. There is a need for teachers to have regular professional development to enable them to implement more meaningful te reo and tikanga Māori programmes in their classes.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance because:

  • the principal, supported by school leaders, provides high-quality professional leadership
  • the board and principal have an ongoing commitment to providing high-quality professional development for teachers
  • trustees are experienced, knowledgeable and supportive of the school’s vision
  • trustees and school leaders place a strong emphasis on providing a safe physical and emotional environment for students and staff
  • there are strong links with parents/whānau and the local community.

School leaders and teachers have established useful self-review processes that promote ongoing school improvement. ERO and the board recognise the need to formalise board self-review processes including regularly:

  • consulting with parents, whānau, staff and students to seek their aspirations and ideas
  • monitoring the school’s performance against its own strategic goals including more effectively using student achievement information to assist them in their decision making.

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 investigations confirmed that the school’s self-review process for international students is thorough.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

14 October 2013

About the School

Location

Taupō

Ministry of Education profile number

1988

School type

Intermediate (Years 7 to 8)

School roll

526

Number of international students

1

Gender composition

Boys 50% Girls 50%

Ethnic composition

NZ European/Pākehā

Māori

Other European

Other

55%

36%

5%

4%

Review team on site

August 2013

Date of this report

14 October 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2010

October 2007

August 2004