Te Puke Intermediate

Te Puke Intermediate - 19/06/2017

Summary

Te Puke Intermediate caters for children in Years 7 and 8. The current roll is 327 including 106 who identify as Māori, most of whom whakapapa to the seven local iwi. There are also small numbers of Pacific, Indian and Asian children at the school.

The board of trustees contains a balance of both experienced and newer members. They are led by an experienced board chairperson. The long-serving principal leads a collaborative senior leadership team. The most significant, recent professional development for teachers has been in the areas of mathematics, behaviour management and collaborative approaches to teaching. Since the previous ERO review in 2014 the school has continued to develop its modern learning environments and practices.

The school has responded well to some of the recommendations of the last ERO review, particularly in developing a more culturally responsive curriculum and teaching practices.

Significant disparity in achievement between Māori and other children, and between boys and girls has been a consistent pattern over the last three years.

The school is part of the Te Puke Community of Learning (CoL)|Kāhui Ako.

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

The school responds well to many Māori and other children whose learning and achievement need acceleration.

Some school processes are effective in enabling achievement of equity and excellence. The curriculum is responsive to the specific needs of emerging adolescents. Children are involved in many decisions about their learning. Comprehensive pastoral care systems support the positive culture for learning. Children have a strong sense of belonging and ownership at the school.

Further developments are needed to respond more effectively in achieving equity and excellence for children whose learning requires acceleration. School-wide systems for strategic planning, curriculum development, assessment, and performance appraisal need further development.

At the time of this review school data shows approximately two thirds of all children achieved National Standards in reading and writing, and slightly fewer in mathematics. 

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

Leaders and teachers: 

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

  • 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.

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

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 responds well to many Māori and other children whose learning and achievement need acceleration.

At the time of this review school data shows approximately two thirds of all children achieved National Standards in reading and writing, and slightly fewer in mathematics. The data also shows that significant disparity for Māori and boys remains. The school is able to show that about half of the Māori children who were below and well below the standard in reading and writing made accelerated progress. Fewer children accelerated their progress in mathematics. The picture is similar for other children.

The school gives children opportunities to monitor their progress in relation to the agreed values and competencies decided by the community such as being active, respectful, and excellent.

The school recognises the need to strengthen processes for moderating overall teacher judgements (OTJs) about children’s progress and achievement in relation to National Standards. They expect to work with other schools in their Community of Learning (CoL)|Kāhui Ako to improve the quality and consistency of achievement information.

Te Korowai Mātauranga is a level two (50 to 80%) Māori immersion programme operated by the school. There are currently 26 children undertaking this type of education at Te Puke Intermediate. They are currently assessed through the medium of English, and are included in the school data above. 

School conditions supporting equity and excellence

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

Trustees are taking a planned approach to improving the way the school responds to the needs of Māori children who are at risk of not achieving. Most significant is the board’s internal evaluation of the extent to which all school practices and processes are culturally responsive. Leaders have developed an action plan as a result of this review. Board initiatives are leading to a greater visibility of Māori language and culture in the school and a greater engagement with the Māori community.

Leaders have developed a positive, collaborative, strength-based culture underpinned by shared values. Leaders and teachers have used research and professional development effectively to establish learning centres that provide relevant contexts for learning linked to children’s interests. As a result of this culture children are consistently engaged in their learning.

The quality of teaching is characterised by respectful, caring relationships among teachers and children. The curriculum is responsive to the specific needs of emerging adolescents. Children are involved in many decisions about their learning. Comprehensive pastoral care systems support the positive culture for learning that is contributing to children’s strong sense of belonging and ownership at the school.

Parents are actively involved in a wide range of school activities and events and increasingly engaged as partners in their children’s learning. There has been a significant increase in participation in learning conferences, where collaborative goals are set by teachers, parents and children. Parent aspirations are embedded in school values and school organisation for learning.

Te Korowai Mātauranga immersion unit provides children with the opportunity to develop a greater fluency in te reo Māori and a deeper understanding of their Māori culture and identity.

Sustainable development for equity and excellence

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

Further developments are needed to enable the school to respond more effectively to children whose learning requires acceleration. School-wide systems for strategic planning, curriculum development, assessment, and performance appraisal need to be strengthened:

  • The school’s annual targets need to clearly identify all children whose learning and progress requires acceleration.
  • The board should receive regular, specific reports about how well at risk children are accelerating their progress.
  • The school is yet to effectively use learning progressions in reading, writing and mathematics to help teachers identify and respond to children’s learning needs, and support students’ self and peer assessment. This should be part of the required, ongoing curriculum review.
  • Leaders need to build teacher capability in the teaching of literacy.
  • The school should strengthen the way it engages with parents as active partners in their children’s learning process and achievement. 
  • ERO recommends that the school review its provision of Māori immersion education. This may include the development of a systematic and sequential approach to preparing the many Year 7 children who enter the unit with little or no Māori language. They could then move more successfully into some form of partial immersion in Year 8.

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.

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 were two international students attending this school, including no exchange students.

International students benefit from an inclusive and respectful culture where learning experiences are designed to cater for the particular needs of their intermediate age group. They are supported by comprehensive pastoral care and are well integrated into the life of the school. Both students have English as their first language. The school provides opportunities for them to excel in their chosen sporting activities.

Actions required

ERO identified non-compliance in the school’s appraisal processes. In order to address this, the board must:

  • ensure that all aspects of the appraisal process comply with the requirements of the Education Council. [s77C State Sector Act 1988]

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/or other children remains.

Leaders and teachers:

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

  • 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.

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

19 June 2017

About the school 

Location

Te Puke

Ministry of Education profile number

2015

School type

Intermediate (Years 7 to 8)

School roll

327

Gender composition

Girls 51% Boys 49%

Ethnic composition

Pākehā 54%
Māori 32%
Pacific 5%
Indian 5%
Asian 4%

Provision of Māori medium education

Yes

Number of Māori medium classes

1

Total number of students in Māori medium (MME)

26

Number of students in Level 2 MME

26

Review team on site

May 2017

Date of this report

19 June 2017

Most recent ERO report(s)

Education Review May 2014
Education Review April 2011

 

Te Puke Intermediate - 16/05/2014

1 Context

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

Te Puke Intermediate provides education for Years 7 and 8 students and has a current roll of 307. Students who are of Māori descent make up 39% of the roll and predominantly identify with Te Arawa. The board reports that the student population is becoming increasingly multicultural, with more students from Indian and Pacific families attending the school. The roll is now stabilising, following the establishment of a composite school for Years 7 to 13 students at nearby Papamoa.

Since the 2011 ERO review, a new board and chairperson have been elected. Some trustees have had previous board experience and all are committed to ongoing training to further strengthen the board’s governance roles. There continues to be Māori representation on the board of trustees. Staff turnover has been minimal, and the experienced principal is well supported by the two deputy principals who each have designated roles in the management of curriculum and school operations. The board and senior leaders have sought input from students, staff and parents about their aspirations and values for the school. As a result of this consultation, a profile for the graduate student has been developed and the school’s mission statement has been revised. Other developments since 2011 are:

  • increased analysis, sharing and use of student achievement information
  • significant re-design of classrooms into four collaborative spaces for learning and teaching
  • strategies to engage whānau, and strengthen te ao Māori have been documented in the charter and a development plan
  • strong networking with local schools has strengthened the sharing of data and resources, and students transitioning into/out of the school at the start of Year 7 and again at the end of Year 8.

2 Learning

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

School leaders have developed sound systems for the school-wide management and use of achievement information. There is an assessment schedule which provides clear direction for teachers, and also provides guidelines for regular and ongoing reporting. In consultation with teachers and contributing schools, leaders have rationalised the use of assessment tools and this has improved the usefulness of data, especially for Year 7 cohorts on entry. The moderation process draws on multiple sources of information. This process enables teachers to make informed judgements about individual student progress and achievement in relation to National Standards, and is continuing to be refined.

The board is making effective use of the reported achievement information about gender, ethnic and year level groups of students, to inform decision making. In consultation with the principal, trustees allocate resourcing to support curriculum goals and broad achievement targets for students who have been identified as ‘at risk’ of not achieving the expected standard (priority learners).

Students requiring learning support are identified and additional assistance is provided, mostly in the classroom setting and with teacher aide support. Teachers develop individual action plans for priority learners which are monitored and shared with the principal at key points during the year. The Special Education Needs Coordinator (SENCO) maintains oversight of support for students with special needs. The learning and development needs of these students are well met.

Senior leaders and specialist teachers, such as the Resource Teacher of Literacy, are continuing to develop teacher capability in the interpretation and use of assessment information to inform the planning and teaching process. Syndicate leaders are increasingly embedding this practice in their teams. Senior leaders recognise the importance of teachers inquiring into the effectiveness of their practice, using achievement information as evidence.

Teachers are continuing to develop teaching strategies that assist students to understand and have ownership of their personal achievement information. Students are being given guidance to understand the gaps in their learning, and develop goals. When consistently implemented across the syndicates, these practices should enable students to become better self-managing learners.

Parents are kept well informed about their children’s progress, achievement and engagement, in a range of ways. Student-led conferences provide valuable opportunities for them to share and discuss their achievements with parents and whānau. Electronic portfolios are in the early stages of development and have the potential to be useful tools for engaging parents in their child’s education.

The school’s student achievement data reported to the board at the end of 2012 indicated that the proportion of the roll achieving the National Standard in reading, writing and mathematics was comparable with national expectations. The pattern for Māori student achievement in the school, in relation to Māori nationally, was also comparable. However, achievement data over successive years indicates that Māori students overall do not achieve as well as their non-Māori peers in the school.

National Standards data reported to the board at the end of 2013 (and it needs to be noted that this includes a new Year 7 cohort), indicates that overall, in reading the proportion of the roll achieving the National Standard is better than the national expectation. This reflects the professional development focus for teachers in this curriculum area. In both writing and mathematics however, the overall proportion of Te Puke Intermediate students achieving the National Standard is below the national expectation, but continues to be comparable for Māori.

The board should now give careful consideration to the development of more specific targets and action plans in its charter, designed to accelerate the progress for Māori and boys, in response to the 2013 data. This data indicates lower levels of achievement for both of these groups in the school.

3 Curriculum

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

The school continues to provide an extensive range of educational experiences for its students. Its curriculum has traditionally been broad and responsive to the needs and aspirations of the school community. Students experience extensive academic, social, pastoral, cultural and leadership opportunities in a well-resourced learning environment. In consultation with its community, health, physical and emotional wellbeing has been identified as a key focus area. The board continues to fund a director of sport to support this priority. Literacy and mathematics are integral to the curriculum. Positive Behaviour for Learning (PB4L) is an ongoing focus for students, parents and staff, and there is convincing evidence that this initiative is impacting positively on school tone, values and behaviour. Considerable development of the school’s infrastructure for computer technologies to support learning and teaching has occurred. As well as additional learning support, students with special abilities have access to extension programmes in literacy and mathematics.

In response to ongoing patterns of achievement (approximately 20-25% of successive cohorts not achieving the expected standard), the principal is leading a process of significant curriculum change. The school’s revised vision is to create a more learner-centred curriculum, alongside a collaborative approach to learning and teaching. Currently, teachers are being encouraged to trial ways of working alongside teaching colleagues, with flexible groupings of students. In addition, an integrated approach to planning and delivering the curriculum is being introduced.

In ERO’s view, and senior leaders agree, it is now appropriate for the school to formalise the design and documentation of this curriculum so that it is sufficiently explicit to guide this collaborative approach, as it evolves. Through a shared and consultative process, leaders and teachers need to agree on:

  • the rationale
  • guiding principles
  • agreed best practice
  • expectations of teachers
  • expected outcomes for students.

This work is likely to bring about:

  • clarity and alignment with professional learning and appraisal
  • greater consistency of teaching practice
  • coherency and continuity of programmes between syndicates, and from year to year.

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

A strategic plan for Māori achievement was adopted in 2013, to grow the capability of staff, and recognise the unique place of Māori as tangata whenua across the school. A range of board initiatives stem from this plan. The Ministry of Education plan for raising the achievement of Māori, Ka hikitia has been introduced and is influencing school documentation, including the graduate profile for Māori learners at Te Puke Intermediate. Cultural competencies for teaching practice have been included in the performance appraisal process for all teachers. All staff and students participate in an annual noho marae experience and there is a vibrant kapahaka group.

The school’s whānau support class continues to be integral to the culture of the school. The programme offered in this class reflects local tikanga customs, rituals, waiata, kapahaka, and supports students to become confident speakers of te reo Māori. The kaiako, with support from the principal, has begun a consultation process with iwi and whānau, in preparation for the implementation of Marautanga in 2014.

There are many opportunities for Māori students to experience success. They are well represented in sports teams, arts programmes and student leadership activities.

Areas for Review and Development

Continue to strengthen the culture, language and identity of Māori students, especially those in the mainstream classes, through the curriculum.

In consultation with the Ministry of Education, iwi and whānau, develop and implement Marautanga (Māori medium curriculum) and Ngā Whanaketanga, in order to fulfil Level 2 Māori immersion requirements.

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 because:

  • the board is committed to effective school governance
  • the principal is visionary and continues to provide strong leadership for the community
  • the school provides a modern and well-resourced educational environment for staff and students
  • self-review systems provide useful feedback and information to the board and school leaders
  • there is a high level of cooperation and collegiality amongst staff
  • the curriculum and environment support the values of excellence and respect
  • the board and school leaders are committed to the provision of a safe and inclusive culture for students, staff and parents.

Leading and Managing Change: Establishing an action plan for curriculum change and development that is currently underway is necessary to provide greater clarity and alignment. The inclusion of clear goals, timeframes and measurable outcomes would:

  • provide a common reference point for staff, board, parents and whānau
  • enable senior leaders to monitor and report on progress
  • enable the board to be assured that the school’s curriculum continues to meet the requirements of National Administration Guidelines 1 and 2.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. No international students were enrolled at the time of the ERO review.

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

16 May 2014

About the School

Location

Te Puke

Ministry of Education profile number

2015

School type

Intermediate (Years 7 to 8)

School roll

307

Gender composition

Girls 50% Boys 50%

Ethnic composition

NZ Pākehā/European

Māori

Indian

Pacific

Other

44%

39%

5%

4%

8%

Special Features

Level 2 Bilingual Class

Review team on site

March 2014

Date of this report

16 May 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2011

April 2008

November 2004