Findings
Tokoroa Intermediate has a supportive culture. Relationships between students and teachers are caring and respectful. Teachers provide a wide range of sporting, cultural, academic, social and leadership opportunities for young adolescents. To ensure continuity of student learning and achievement, improvements are needed to elements of assessment practice, curriculum planning and self review.
ERO intends to carry out another review over the course of one-to-two years.
1 Context
What are the important features of this school that have an impact on student learning?
Tokoroa Intermediate, located in central Tokoroa operates separate Year 7 and 8 classes. At the time of this review 316 students were enrolled, of whom 46% whakapapa to iwi throughout Aotearoa. In addition, 15% of students identify as Pacifika, with the largest representation being Cook Island Māori. Consistent with local population trends the school’s roll has decreased in recent years.
Since ERO’s 2011 review, there have been two changes in principal. At the time of this review the deputy principal was in the role of acting principal. A new principal to the school is due to commence her appointment at the beginning of term four. The school has responded to areas for development in the previous report with various initiatives and professional development. However, the school was not clearly able to identify the effectiveness of these responses and ERO has identified the need for further developments.
The board has retained experienced trustees including the chairperson. They effectively manage property and financial resources so that students and teachers work in well presented and maintained facilities.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school’s use of achievement information is an area for significant review and development. The school gathers and collates extensive data from a range of tests, especially in aspects of literacy and numeracy. However, the current data collected is not effectively informing reviews of practice, decision making, and school improvement.
The school assesses all students early in term one each year, in reading, spelling, writing and numeracy skills. These assessments are repeated in June and November. The term one data is used by school leaders as the basis for setting annual achievement targets and for measuring and reporting on student progress. Teachers use assessment information to group and plan for students’ needs and abilities. Classes within syndicates regroup their students to provide targeted programmes for those requiring additional support or extension in their learning. Teachers share information with students and parents, and discuss goals and next learning steps through both written reports and regular face-to-face meetings.
While the school reported pleasing progress in achievement in all areas in 2013 this is not consistent with publically available achievement information about the proportion of students achieving at and above appropriate National Standards in reading, writing and mathematics. This 2013 information indicates that approximately half of the students, including Māori and Pacific, were at the expected National Standard in reading, while considerably less were achieving the National Standard in writing and mathematics.
ERO identified the need for school leaders and teachers to:
- take account of the prior learning and achievement in National Standards of students entering Year seven as the basis for setting appropriate targets, and informing school planning
- strengthen the evaluation of school effectiveness by analysing and interpreting student progress and achievement over both 12 and 24 month periods
- set higher expectations for student achievement and strengthen reporting to the board about progress towards strategic achievement goals and targets.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The Tokoroa Intermediate School’s curriculum promotes a wide range of sporting, cultural, academic, social and leadership learning opportunities for students. Classroom programmes provide thorough coverage of all curriculum areas while maintaining a strong focus on literacy and numeracy learning. Teachers plan their programmes to include the key competencies of The New Zealand Curriculum (TNZC). Experienced specialist teachers implement effective technology, art and music programmes. The use of information and communication technologies (ICT) to enhance teaching and learning is variable across the school.
School leadership recognises the need to review curriculum design and implementation guidelines to more clearly reflect parent and community aspirations and the principles as outlined in TNZC.
Relationships between teachers and students are caring and respectful, and supported through the school-wide approach for positive behavioural expectations. ERO observed examples of effective classroom practice where teachers:
- shared the purpose of the learning and how they know they have been successful
- used questions to clarify and deepen student understanding and encourage student participation and contribution in learning programmes
- implemented well-paced lessons that used a variety of strategies to engage different learning styles
- provided opportunities for students to work cooperatively and reflect on their learning.
Syndicate leaders provide professional support and mentoring for teachers. Performance management and teacher appraisal is thorough and used to identify priorities for individual teachers and whole-school professional development.
Students have many opportunities to participate in and experience success in school-based, local and regional activities and events.
How effectively does the school promote educational success for Māori, as Māori?
The promotion of educational success for Māori as Māori is variable. Positive initiatives include kapa haka and optional weekly te reo Māori classes. Some classes visit local marae, and incorporate Māori perspectives and knowledge in their programmes. The board has a charter goal for Māori and Pacific students to achieve educational success with pride in their unique language, culture and identity. Monitoring the implementation of this goal should now be considered.
There is a need for greater understanding, commitment and modelling by school leadership to the principles and practices outlined in Ka Hikitia and the TNZC. Such understanding should assist the school leaders and teachers to achieve their charter goal relating to Māori and Pacific students.
Pacific success
The promotion of educational success for Pacific students is variable. Positive initiatives include the Pacific Cultural Group and optional weekly Cook Island Māori classes at Tokoroa High School. An important next step for the school is to develop reciprocal relationships with other local Pacific communities.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
Aspects of the school that support development and improvement include:
- trustees who bring a range of relevant skills, seek training for their governance role, access appropriate external advice, and are focused on raising student achievement levels
- an inclusive school culture that contributes to the positive tone in classrooms and playground
- parents, whānau and community who are supportive of the school and their childrens’ learning.
The school is currently not well placed to sustain and improve its performance. The following areas have been identified for urgent review and development:
- the philosophy and management of assessment throughout the school to bring about improved education outcomes for students
- the use of evidence, including student achievement information, to evaluate the effectiveness of school operations, initiatives and programmes
- strengthening the ability of the board to monitor progress toward agreed strategic priorities through clear evidence-based reporting from school management.
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.
Recommendations to other agencies
It will be important for the board and new principal to access external support to effect urgent review and development in the following areas:
- Self review for assessing and monitoring school-wide effectiveness.
- Leaders’ and teachers’ understanding and implementation of effective assessment practices.
- Curriculum design and implementation, including parent, whānau and community priorities and aspirations for their children.
- The use of student achievement information for strengthening, teaching as inquiry, classroom programmes, reporting at all levels, target setting and strategic direction.
- Understanding and implementation of the principles and practices outlined in Ka Hikitia and TNZC.
- Developing partnerships with all local Pacific communities.
Conclusion
Tokoroa Intermediate has a supportive culture. Relationships between students and teachers are caring and respectful. Teachers provide a wide range of sporting, cultural, academic, social and leadership opportunities for young adolescents. To ensure continuity of student learning and achievement, improvements are needed to elements of assessment practice, curriculum planning and self review.
ERO intends to carry out another review over the course of one-to-two years.
Dale Bailey
National Manager Review Services
Northern Region
6 October 2014
About the School
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Location
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Tokoroa
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Ministry of Education profile number
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2037
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School type
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Intermediate (Years 7 to 8)
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School roll
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316
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Gender composition
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Girls 51%
Boys 49%
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Ethnic composition
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Māori
New Zealand Pākehā
Cook Island Māori
Samoan
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46%
36%
15%
3%
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Review team on site
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August 2014
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Date of this report
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6 October 2014
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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June 2011
June 2008
June 2005
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