Otahuhu Intermediate

Otahuhu Intermediate - 14/08/2018

School Context

Otahuhu Intermediate provides education for students Years 7 to 8. The roll of 327 comprises students who have mainly Māori, Tongan, Samoan and Cook Island cultural backgrounds. An increasing number of students are of Indian heritage.

The school’s overarching vision is “Excellence for all”. Its values are “Respect, Personal responsibility and Passion”.The valued outcomes for students include them developing into well-rounded citizens with the ability to achieve excellence in their life-long learning. The school’s vision and values underpin all school operations.

Trustees, leaders and teachers have identified key aims, goals and targets to improve student outcomes. They are to:

  • lift student achievement in reading, writing and mathematics

  • consolidate leadership and teaching capabilities using active reflection

  • implement digital learning and promote collaboration and innovation

  • embed inquiry learning

  • strengthen learning partnership with whānau.

Leaders and teachers regularly report to the board school-wide information about outcomes for students in the following areas:

  • student achievement in the areas of reading, writing and mathematics

  • student achievement across all other curriculum areas

  • student wellbeing

  • connections with whānau.

Since the 2015 ERO report, Otahuhu Intermediate has continued to embed professional learning and development. This has focused on using assessment practices for learning and supporting students to lead their own learning. Two new trustees joined the board as stewards of the school. The ERO 2015 report noted that the next steps for improvement were to:

  • enhance internal evaluation processes through the use of indicators of effective practice

  • further engage the school’s community to support students learning.

Otahuhu Intermediate is an active member of Otahuhu, Kahui Ako along with four other schools.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

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

Otahuhu Intermediate is working towards achieving equitable and excellent outcomes for all its students.

Achievement information shows some students make accelerated progress within a year in reading and writing. Students generally sustain their levels of achievement in reading and writing as they move from Year 7 to 8. However, mathematics data show that students make very little progress from midyear to the end of year.

In 2017, approximately half of students achieved at expected levels in reading and writing. Approximately forty percent achieved at expected levels in mathematics. Data indicates that girls significantly achieve better than boys in both reading and writing.

Achievement information show that Māori students achieve well in writing. They achieve at levels similar to those of other groups of students in reading. Otahuhu Intermediate is working towards achieving parity for Māori students in mathematics.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Otahuhu Intermediate has a planned and deliberate approach to accelerating learning for Māori and other students who need it.

Leaders identify students who are achieving just below expected curriculum levels for reading, writing and mathematics. They monitor and track targeted students adapting programmes to achieve accelerated progress. Teachers know their target students well and have established partnerships with parents and whānau to help accelerate student progress and achievement.

Students who have additional learning needs benefit from the school’s inclusive practices and programmes.

2 School conditions for equity and excellence – processes and practices

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

A strong culture of care, respect and relationship building underpins the school’s processes and practices. The school values are highly visible and frequently referred to so that there are shared understandings of expected behaviours and desired outcomes. The key competencies of the New Zealand curriculum are well integrated into the school curriculum and programmes.

Leaders are strategic and focused on student learning and wellbeing. They are growing effective teaching and learning practices by encouraging professional engagement with external expertise and promoting collaboration and sharing of good practice between teachers.

Students respond well to the school’s responsive and broad curriculum. They are supported to lead their own learning and have good opportunities to build on key competencies such as critical thinking, self-management and relating to others. The curriculum celebrates student identity and culture. It is aligned well to help students transition to secondary school. Teachers are adaptive practitioners and modify their programmes in response to students’ identified learning needs.

Internal evaluation is systematic and contributes to changes to school practices to improve student outcomes. It is helping to change teachers’ thinking and build inquiry habits of mind.

Family and whānau have many opportunities to engage in learning partnerships with the school. Leaders are successfully building educationally powerful connections with whānau. They work closely with support from the Ministry of Education (MOE), to forge partnerships, gain parent and whānau aspirations, and share strategies and information. This is helping parents to be actively involved in their children’s learning.

The school has sound governance. Trustees are reflective of the community and bring a range of skills to their roles. They are improvement-focused, have high expectations for students’ success and make strategic resourcing decisions to support student learning. Trustees are consultative and collaborative. They have established strategies that honour the Treaty of Waitangi.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

To further support their focus on achieving equity and excellence, leaders and teachers have identified, and ERO agree, that continuing to improve teacher curriculum and content knowledge in mathematics is a critical priority. Leaders could consider use of programmes such as, Accelerated Learning in Mathematics (ALiM) and Accelerated Literacy Learning (ALL) to further accelerate students’ progress in mathematics and literacy.

Most of the school’s students bring capabilities in speaking languages other than English. Leaders and teachers could further strengthen language learning and maintenance by providing deliberate language acquisition programmes and practices.

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.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • ensure that school policies and procedures are up to date with current legislative requirements

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • leadership that focuses on equitable outcomes for all students

  • a school culture of care and respect

  • a strategic approach to building professional capability and collective capacity to promote improvement and use expertise across the curriculum

  • a responsive curriculum that is increasingly building students’ capability to lead their own learning

  • internal evaluation that supports ongoing development and improvement in teaching and learning.

Next steps

For sustained improvement and future learner success, priorities for further development are to:

  • build teachers’ curriculum content knowledge in mathematics

  • implement programmes that accelerate students’ learning progress in reading, writing and mathematics

  • strengthen opportunities for students to learn languages.

ERO’s next external evaluation process and timing

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

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

14 August 2018

About the school

Location

Otahuhu, Auckland

Ministry of Education profile number

1408

School type

Intermediate (Years 7 to 8)

School roll

322

Gender composition

Girls 47% Boys 53%

Ethnic composition

Māori 15%
Tongan 28%
Samoan 19%
Indian 19%
Cook Islands Māori 8%
Other ethnic groups 1%

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

June 2018

Date of this report

14 August 2018

Most recent ERO report(s)

Education Review June 2015
Education Review January 2013
Education Review November 2009

Otahuhu Intermediate - 29/06/2015

Findings

Otahuhu Intermediate has made significant progress in developing its leadership and governance. Priority is placed on promoting student engagement in learning through developing and using effective teaching practices. School leaders and teachers are highly focused on raising students’ progress and achievement and continue to develop a more responsive, challenging curriculum.

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

1 Background and Context

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

Otahuhu Intermediate is located in South Auckland and caters for Year 7 and 8 students who are mainly of Pacific, Indian and Māori descent. The school’s 2013 ERO report identified a number of areas that required urgent attention. These included concerns about school leadership, student engagement and the lack of challenge in the curriculum.

Since that time, the school has been involved in an ongoing evaluation process with ERO and has been receiving professional support from the Ministry of Education (MoE). The board, working with ERO and Student Achievement Function (SAF) practitioners, identified priorities for school improvement and formed an action plan to guide development in these areas. There has been regular communication about the school’s progress between ERO, MoE, trustees and senior leaders.

Senior leaders and teachers have been open to professional learning and have a positive approach to school improvement. They have participated in significant professional learning to develop leadership and teaching practices. The school’s board of trustees has also benefited from ongoing training to develop the school’s governance.

2 Review and Development

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

Priorities identified for review and development

The 2013 ERO report identified key priorities for review and development. These included:

  • setting specific targets for students requiring learning support
  • improving student engagement
  • reviewing the curriculum against The New Zealand Curriculum (NZC) document
  • evaluating the effectiveness of learner support programmes
  • consistently integrating te reo Māori me ōna tikanga into the school’s curriculum.

Progress

The school has made good progress in a number of areas. Students demonstrate increased levels of engagement and an increased focus on learning. There is growing challenge within the curriculum. Teachers are supporting students to become self-managing learners and are promoting opportunities for student to lead their own learning and to explore relevant issues.

Students’ writing is displayed and celebrated and there is an increasing focus on science. Students use achievement criteria to determine next steps for learning. There are expectations for teachers to integrate te reo Māori me ōna tikanga into teaching and learning programmes. Collaboration with local schools is increasing, helping to develop more cohesive curriculum links as students transition from primary to intermediate school.

The agreed priorities identified in the 2013 ERO report have been used as a basis for the school’s ongoing self review. The board receives increasingly good quality student achievement information. School leaders and teachers are using achievement data to identify groups of students requiring learning support.

Senior leaders and teachers acknowledge the ongoing challenge of improving student achievement and are continuing to adapt teaching practices to address this.

Key next steps

Senior leaders and teachers are continuing to implement strategies to improve students’ learning outcomes. These strategies include:

  • further developing curriculum design and review processes to integrate the NZC values, principles and key competencies, and to create an engaging and challenging curriculum for students
  • participating in professional learning to help teachers improve students’ progress and achievement.

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 well placed to sustain and continue to improve and review its performance.

The principal and staff have developed effective processes to promote ongoing improvement. Sound systems for managing and monitoring the vision and strategic plan set a clear direction for the school.

Well considered and strategic school leadership has had a significant impact in achieving the purposeful and settled tone that now characterises the school. Leadership is collaborative and widely distributed across the school, with a key focus on school improvement. School leaders have increased their leadership capacity through external professional support. Effective change management has promoted positive and sustainable improvements.

Staff are well supported to improve their teaching practice. Senior leaders have a considered and responsive approach to teachers’ professional learning to help ensure that the benefits of this learning on student outcomes are maximised. Teachers are committed to increasing students’ engagement in their learning. They have good opportunities to share and discuss teaching practices, and are developing shared expectations for effective teaching.

The principal has undergone a rigorous appraisal and there is now a principal’s performance agreement in place. There is strong support and guidance for teachers. A robust teacher performance appraisal system has been embedded, with clear performance expectations to guide and improve teachers’ practice.

The school has developed its capacity to evaluate and considers the impact of its actions and strategies for improving its performance. It would now be useful to evaluate and report on the impact of its learner support programme.

The board of trustees demonstrates an increasing understanding of its role and responsibilities. Trustees are committed to, and supportive of, the school’s strategic direction. A well structured and coherent school charter has been developed. Policies and procedures are in place to address the school’s priorities and to guide management. The board and senior leaders have increased their monitoring of progress against the school’s strategic goals.

Key next steps

Senior leaders and teachers should continue to embed strategies to sustain ongoing improvement, giving particular attention to:

  • enhancing self-review processes through the use of indicators of effective practice
  • further engaging the school’s community to support students’ learning.

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.

Conclusion

Otahuhu Intermediate has made significant progress in developing its leadership and governance. Priority is placed on promoting student engagement in learning through developing and using effective teaching practices. School leaders and teachers are highly focused on raising students’ progress and achievement and continue to develop a more responsive, challenging curriculum.

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

Dale Bailey,

Deputy Chief Review Officer Northern,

29 June 2015

About the School

Location

Otahuhu, Auckland

Ministry of Education profile number

1408

School type

Intermediate (Years 7 to 8)

School roll

330

Gender composition

Girls 51%

Boys 49%

Ethnic composition

Māori

Pākehā

Tongan

Samoan

Indian

Cook Island Māori

other

14%

5%

26%

22%

20%

6%

7%

Review team on site

March 2015

Date of this report

29 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

January 2013

November 2009

December 2006