Titahi Bay Intermediate - 03/12/2020


On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Titahi Bay Intermediate’s performance in achieving valued outcomes for its students is: Well placed.

1 Background and Context

What is the background and context for this school’s review?

Titahi Bay Intermediate provides education for students in Years 7 and 8. The current roll of 158 students includes 58% who are Māori and 15% of Pacific heritage.

The June 2018 ERO report identified areas for review and development relating to assessment, achievement and acceleration processes; increasing the effectiveness of teaching; strengthening schoolwide and governance systems, the curriculum and internal evaluation.

Since 2018, leaders and teachers have been participating in literacy professional development. Since 2019, staff have been focusing on development of leadership and teaching practice. A Student Achievement Facilitator (SAF) has supported leaders and the New Zealand School Trustees Association (NZSTA) has worked with the Board of Trustees. Developing student inquiry is a focus for 2020.

In the past twelve months, several new classroom teachers have been appointed.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The June 2018 ERO report identified the following areas of development:

  • raising student achievement

  • strengthening the use of assessment and reporting of student progress and achievement

  • improving appraisal

  • further developing trustees’ governance role

  • reviewing the curriculum

  • strengthening internal evaluation.

This ERO review has found that the trustees, principal and teachers have made significant progress in the areas identified in ERO’s 2018 report.

Titahi Bay Intermediate School leaders and teachers have made sound progress with:

  • establishing and monitoring learning targets

  • collating, analyzing and using robust student achievement data for planning

  • regularly reporting student progress and acceleration to the board.

Teachers make effective use of nationally-normed assessment tools to identify student achievement and next learning steps.

Robust systems and processes have been developed to support accelerated student progress. Te Ara Whakamua is the school’s template for tracking student progress and supporting individual student’s learning goals.

Overall student achievement has increased since the 2018 ERO report.

Achievement data from the end of 2018 showed that most Year 7 students were achieving at or above curriculum expectations in reading, writing and mathematics. Most Year 8 students were achieving well in reading. Approximately half of the Year 8 students were achieving at or above expectations in writing and mathematics.

At the end of 2019, almost all Year 7 students were achieving at or above expectations in reading and mathematics and most in writing. The majority of Year 8 students were achieving at or above expectations in reading, writing and mathematics.

in 2019 most students who began the year achieving below curriculum expectations made accelerated progress during the year.

Students learn in settled, positive classrooms. They are engaged in relevant, meaningful learning tasks. All teachers use deliberate acts of teaching to promote learning. They give specific, relevant feedback and use questioning effectively to extend students’ thinking. Teachers make deliberate use of examples and link new learning to students’ prior knowledge. Students talk confidently about the purpose of their learning.

The curriculum supports a coherent and consistent approach to teaching and learning across the school. The school’s curriculum provides clear guidance for teachers. There is clarity about the teaching practices expected in core learning areas. Teachers are well supported to develop the expected practices through comprehensive professional development. Through the careful choice of inquiry learning topics, students are learning within relevant and localized contexts. The curriculum includes precise indications of achievement levels and rates of progress of students.

School leaders have established an appropriate appraisal framework. This is effectively supporting improved teaching capability. The Standards for the Teaching Profession are an integral part of appraisal. A key feature of appraisal is the useful, collaborative coaching process that promotes conversations about teacher practice and the impact on student learning.

3 Sustainable performance and self review

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

The school is making good progress with developing very sound processes and practices to sustain and continue to improve and review its performance.

The board of trustees actively represents and serves the school. Students’ learning and wellbeing is a core focus of the board, principal and other senior leaders. Operational policies and procedures have been reviewed and a policy timetable developed.

Over the past two years school leaders have effectively aligned school-wide planning, professional development and appraisal to the strategic direction of the school.

School leaders have established useful internal evaluation for improvement practice. Teachers regularly reflect on their teaching, often in consultation with leaders and professional development and learning providers. They adjust their practice as appropriate. There is increased analysis and evaluation by leaders of information gathered, including student progress and achievement data and community survey responses. Trustees and leaders are reviewing a range of school operations. One completed review has led to greater engagement of parents and whānau in their children’s learning. Internal evaluation is leading to improved opportunities and more equitable outcomes for all students.

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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.


ERO identified an area of non-compliance. Consultation about the health curriculum has not been carried out in the last two years.

In order to address this the board of trustees must adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community
[Section 60B Education Act 1989]


On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Titahi Bay Intermediate’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

3 December 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.