ERO Report 2017

School Context

Napier Intermediate is located in central Napier. It caters for 405 students in Years 7 and 8 and 35% are Māori with a small percentage of Pacific heritage. The school has experienced appreciable roll growth since the July 2014 ERO report.

The school’s stated vision for student success includes valued outcomes of ‘growing engaged, curious, collaborative risk-takers who are resilient, empathetic, solution-focused lifelong learners’.

The school is part of, and the principal is leading, the Napier City Community of Learning|Kāhui Ako.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics, in relation to the National Standards
  • progress against the school’s annual and strategic plan goals
  • key outcomes in relation to student wellbeing.

Evaluation Findings

1.   Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

School achievement information shows that, overall, from 2014 to 2016, the large majority of students achieved at or above expectations in reading, writing and mathematics.

The progress of students with additional learning needs is monitored against each student’s individual education plan.

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

School data for 2017 indicates that the school is increasing the effectiveness of its response to those Māori and other students whose learning and achievement need acceleration.

The majority of Māori and other students identified by the school as priority learners are reported to have made accelerated progress by the end of Term 3, 2017. Many of these students are on track to achieve at expectations by the end of Year 8.

2.   School conditions for equity and excellence

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

School leaders are working appropriately to reduce in-school disparity and to have equitable outcomes for all.

Newly introduced approaches are better meeting the needs and accelerating the progress of priority and target learners. These learners are well identified. The new process more effectively tracks, monitors and reports on the progress of these learners at teachers’ team meetings, every three weeks.

Leaders have established high expectations for teaching and learning. Teachers have a collaborative approach to inquiring into their practice, planning and assessment, to more effectively respond to the needs of individuals and groups of students. Students with additional learning needs are well supported with appropriate programmes and interventions.

For assessment of learning, moderation practice supports teachers to make dependable judgements about students’ achievement in reading, writing and mathematics. Teachers gather, analyse and use a suitable range of assessment information for decision making about teaching and learning. The Community of Learning|Kāhui Ako is looking to introduce the Progress and Consistency Tool (PaCT) to further enhance assessment and moderation practice.

There is a purposeful, school-wide learning environment. Relationships among students and teachers are positive and respectful. Well-considered processes for students’ transition into the school have been strengthened through the Community of Learning, and are supporting students to more easily integrate into the school community and engage in their learning.

A broad curriculum provides extensive opportunities for students to engage in a wide range of cultural, sporting, artistic, academic and leadership activities. Students are taking increasing responsibility for their learning. Student voice is valued and contributes to decisions about contexts for learning and wellbeing.

Leaders are focused on growing teacher capability. There is increasing coherence of systems and processes from strategic planning, through professional development and curriculum, to classroom practices that are designed to improve student outcomes.

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.

Click here to read the full Education Review Report

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