Takapuna Normal Intermediate

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Education institution number:
1524
School type:
Intermediate
School gender:
Co-Educational
Definition:
Normal School
Total roll:
298
Telephone:
Address:

54 B Taharoto Road, Takapuna, Auckland

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Summary

Takapuna Normal Intermediate caters for Year 7 and 8 students. There are currently 585 children enrolled at the school. The roll includes five percent Māori, 16 percent Chinese, nine percent Korean and smaller groups of children from a wide variety of other ethnic backgrounds.

Following the principal’s resignation at the end of Term 1 2017, senior leaders have been working collaboratively to manage the school effectively. The board of trustees has appointed a new principal to begin in Term 4. Trustees bring capability and expertise to their stewardship role.

The school’s 2013 ERO report identified the need for more evaluative reporting based on a deeper analysis of data. Leaders acknowledge the importance of continuing to develop effective internal evaluation to help achieve greater equity and excellence for all children.

The school is a member of the Pupuke (Westlake) Community of Learning |Kāhui Ako, which is in the establishment phase.

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

School leaders need to respond more effectively for Māori, Pacific and other children whose learning and achievement need acceleration. The school has some processes and practices in place that are resulting in achievement gains. However, more focus needs to be placed on deliberate approaches and actions that make a key difference for each learner to be able to accelerate towards achievement.

The most positive features that have a significant impact on enabling equity and excellence include:

  • the school’s responsive curriculum

  • the building of professional capability and collective capacity

  • distributed leadership across the school for teachers and children.

The school has a holistic approach to raising student achievement and developing lifelong learners. Teachers are very effective in engaging children in their learning. Positive learning outcomes have been fostered by initiatives such as effective professional development for teachers. This has helped to raise student achievement in reading, writing and mathematics, and to increase the inclusion of parents and whānau in children’s learning.

Children are achieving well. The school demonstrates strong progress towards achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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?

School leaders need to respond more effectively to Māori, Pacific and other children whose learning and achievement need acceleration. Some school processes and practices are resulting in achievement gains. However, more focus needs to be placed on deliberate approaches and actions that make a key difference to accelerating individual children’s learning.

The school’s achievement information shows that overall, most children achieve very well in relation to National Standards in reading, writing and mathematics. In 2016, approximately 74 percent of children achieved at or above the standard in writing and over 80 percent in mathematics and reading. There is a disparity in writing and mathematics for some Māori and other children. There is also gender disparity for girls in mathematics and boys in writing.

School leaders agree that a deeper scrutiny of results for the 2015/2016 group of children shows that some have not moved out of the below and well below categories. Despite some change for small numbers of students, there has been little progress for most who are below the Standard and the disparity pattern remains the same. To improve the focus on those children not meeting the Standards, leaders need to refine charter targets, and monitor and evaluate the strategies and approaches that make the difference.

National Standards information is collated for each individual child and discussed at team meetings. Leaders and teachers carefully consider what is best for children whose learning needs acceleration. They monitor and track children and respond with a range of interventions and programmes to ensure they are supported to improve their learning. These approaches are not consistently effective in making a difference in achieving equitable outcomes for all children.

Specialist subject teachers identify innovative practices that are successful in accelerating children’s learning, and they collaboratively monitor strategies that are making a difference. This information could be used as part of the school’s internal evaluation to influence new approaches and actions for responding to children whose learning needs acceleration.

Children who speak languages in addition to English, receive good learning opportunities that enable them to progress in their learning.

Self review undertaken by lead teachers of literacy and mathematics continues to identify the need to more successfully support accelerated learning. Teachers should regularly monitor the effectiveness of responses and initiatives and evaluate outcomes of their actions.

Sound processes and systems have been developed in the school to ensure that teacher judgements against the National Standards are reliable. Moderation processes could be improved by including multiple sources of evidence and assessment from across the curriculum.

The school promotes student attributes of being an inquirer, knowledgeable, communicator, principled, open-minded, caring, risk-taker, balanced and reflective through purposeful leadership and teaching. 

School conditions supporting equity and excellence

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

There is evidence that some school processes and practices have been effective in enabling the achievement of equity and excellence.

The school’s responsive curriculum includes the Primary Years Programme (PYP) and the New Zealand Curriculum (NZC). The PYP curriculum blends with the New Zealand Curriculum (NZC) around competencies and attributes for lifelong learning. Learning to learn is a NZC principle that is strongly evident in classroom programmes. Innovation is highly reflected in the specialist and technology curriculum. Children are extensively involved in extra-curricular opportunities.

Inquiry learning models based on teaching frameworks provide the opportunity for children to lead and direct their inquiries. There is evidence of integration across the curriculum that allows children to connect their new understandings in a range of learning contexts. Collaborative learning approaches, with the combination of children in Year 7 and 8 classrooms, is reflecting a positive change in the school’s learning culture. Children’s leadership is a natural consequence of this collaborative learning culture. Leaders and teachers could now explore the extent to which their rich curriculum and innovative learning opportunities could play a role in accelerating learning progress for children at risk of not achieving their potential.

School-wide professional learning and development is motivating teachers to build their subject and pedagogical knowledge. The integration of reading and writing in a range of contexts across the curriculum is providing more meaningful and authentic learning opportunities for children. These meaningful approaches are being transferred to other learning areas by both staff and students.

Literacy and numeracy leadership and mentoring approaches are strengthening staff capacity and capability. Digital fluency is enhancing learning for children in some contexts and providing them with new skills. The use of a digital strategy is gaining good levels of response from parents and whānau.

The current leadership team works collaboratively in a supportive environment. Leaders have adjusted their roles and responsibilities to accommodate the current period of transition. There are opportunities for teachers to take up leadership roles. A recent refinement of the performance appraisal model includes a focus on improving learning outcomes for target children through teachers’ inquiry into the effectiveness of their practices.

Sustainable development for equity and excellence

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

School leaders acknowledge that internal evaluation processes need to be developed in the school’s drive to achieve equity and excellence for all children. Areas to be explored and evaluated to address disparity include:

  • widening the scope for deliberate teacher actions to accelerate learning progress

  • creating charter targets that focus on specific disparity areas and regularly monitoring what makes a difference.

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 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 17 international students attending the school.

The school provides international students with a good standard of education. Students benefit from the school’s inclusive school culture and opportunities to participate in school activities. The school’s monitoring systems are effective.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • widen the scope for deliberate teacher actions

  • develop targets that focus on specific disparity areas and to regularly track and monitor what makes a difference

  • develop internal evaluation processes to drive the achievement of equity and excellence for all children 

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

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

31 August 2017

About the school 

Location

Takapuna, Auckland

Ministry of Education profile number

1524

School type

Intermediate

School roll

585

Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori 5%
Pākehā 43%
Chinese 19%
Korean 9%
Indian 4%
British/Irish 2%
Fillipino 2%
Japanese 2%
Middle Eastern 2%
Pacific 2%
other European 4%
other South East Asian 3%
other 3%

Provision of Māori medium education

No

Review team on site

June 2017

Date of this report

31 August 2017

Most recent ERO report(s)

Education Review February 2013
Education Review November 2009 Education Review September 2006

 

1 Context

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

Takapuna Normal Intermediate on Auckland’s North Shore provides education for students in Years 7 and 8. The board and school leaders show commitment to ongoing improvement, high quality practice and innovation. The school has responded positively to recommendations made in the 2009 ERO report.

In 2009 the school was in the early stages of implementing the International Baccalaureate Primary Years Programme. This programme is now well embedded in teaching and learning in the school.

The long standing principal and two new deputy principals are an effective leadership team. They are responsive to current educational research and developments. A collaborative and critically reflective teaching and learning culture is evident across the school and results in benefits for students.

Positive relationships foster students’ sense of belonging and pride in the school. Students participate in a rich variety of learning opportunities. Leaders and teachers have high expectations for students’ learning and achievement.

2 Learning

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

The school uses achievement information very well to make positive changes to promote learners’ engagement, progress and achievement.

Students are highly engaged in learning. They are keen to learn and work well independently and co-operatively. Students are supported by settled learning environments, effective teaching strategies and opportunities to follow their interests. High levels of monitoring and reflection help ensure that the curriculum and classroom programmes continue to engage students.

The school’s student achievement data indicate that students achieve very well in reading, writing and mathematics in relation to National Standards. Good work has been done within the school, and with local schools, to develop effective moderation processes to enhance the reliability of assessments. Reports to parents provide good information about how students are achieving and progressing in relation to the National Standards. Learning partnerships with parents are also fostered through student-led conferences.

Students are knowledgeable about their progress and demonstrate a sense of responsibility for their own learning. This could be further enhanced by increasing students’ understanding about their achievement in relation to National Standards.

Valid and reliable assessment and data are used to track students’ progress during the year. This information is used in planning classroom programmes. It is also used to identify students needing additional support and to set targets to raise achievement. Teachers use data well to develop teaching practices and programmes in response to students’ interests and learning needs.

As a result of self review, senior leaders have begun to set more specific targets to further progress the achievement of Māori students. Leaders and the board agree that they should also set targets to improve achievement outcomes for Pacific students.

The board is well informed about student achievement. More evaluative reporting based on deeper analysis of some data and comparisons of cohorts would enable the board to determine the impact of specific initiatives more clearly.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning.

The school curriculum is based on an inquiry learning model. This model incorporates the Primary Years Programme of the International Baccalaureate Programme (IB) and is strongly aligned with The New Zealand Curriculum (NZC). As a result of significant development by senior leaders and teachers over recent years the IB is now well embedded in practice across the school.

The holistic, inquiry-based curriculum model promotes effective integration of learning areas, including specialist technologies, literacy and mathematics. This enables students to make coherent, conceptual links in their learning. Key competencies, thinking skills and reflection strategies are developed to equip students with transferable skills for future learning. Significant commitment to information and communication technologies (ICT) helps develop students as capable and responsible digital learners.

The school offers an extensive range of cultural, music, sporting, outdoor education and academic opportunities. Students appreciate opportunities to pursue learning topics that interest them and many achieve high levels of success in their chosen areas. School leaders are considering ways this approach could further extend gifted and talented students.

High quality teaching practices are consistent across the school. Research informs curriculum design and delivery. Internal and external expertise is used well to support ongoing development. School structures and processes foster shared teacher understanding and consistency in practice.

The school has a culture of professional inquiry into practice. School systems promote teacher dialogue and reflection and leaders provide effective support and guidance. School documentation gives clear direction for teachers. Well considered professional learning and development, induction programmes and robust performance management processes enhance teaching practice.

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

The school promotes educational success well. School leaders have developed a number of innovative strategies to promote success for students. They have established links with a variety of community groups, personnel and other schools to strengthen relationships and access appropriate programmes, support and opportunities for Māori students. Ongoing tracking of Maori students after they have moved to secondary school provides useful information to determine how well this school serves Maōri students.

Māori students are actively engaged in learning and school activities. The school’s kapa haka group, powhiri and marae visits provide leadership opportunities for Māori students, and encourage all students to understand and value New Zealand’s bi-cultural heritage.

Leaders and staff have used the Ministry of Education’s Māori Education Strategy, Ka Hikitia: Managing for Success to develop strategies to further promote success for Māori students. Teachers are supported to incorporate these strategies into their practice. Building teacher capability in te reo and tikanga Māori is ongoing. Bicultural perspectives are included in curriculum programmes.

The board and school leaders have defined success as Maōri in their school context as ‘students standing proud as Māori with the confidence to assume leadership in many fields’. They could now evaluate the extent to which this aspiration is achieved.

ERO affirms the commitment of the board and senior leaders to continuing to develop teacher capability to promote educational success for Māori students.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The school is led by an innovative and respected principal. The senior leadership team demonstrates purposeful and collaborative leadership. They have shared understandings and complementary strengths and skills. They are strategic and skilled change managers.

Staff expertise is well used and valued. A commitment to building leadership is evident throughout the school. Leadership structures and roles are clearly defined. Team leaders provide an effective middle management tier of leadership.

Reflection and review is promoted at all levels. Effective communication systems ensure transparency and collaboration in decision making.

The board of trustees work well with the principal and senior leadership team. Trustees are committed to ongoing improvement and high quality performance. Trustees have a combination of experience and skills to represent the community and govern effectively. They are proactive in increasing the diversity of board members and in considering succession planning. The board has refined strategic planning and systems are in place for ongoing review against strategic goals.

Information from parents, whānau, staff and students is gathered through formal consultation and informal communication, and used to inform board decisions. Trustees are currently looking at ways to collect even more specific information to gain deeper insight into community perspectives.

Trustees could now review the ways in which they gain assurance about school effectiveness at the operational level. This could include developing more formal processes to evaluate the board’s effectiveness.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were 26 international students attending the school.

The school has attested that it complies with all aspects of the Code.

ERO’s investigations confirmed that the school’s self-review process for International Students is thorough.

International students are well catered for at Takapuna Normal Intermediate School. They participate in recreational pursuits such as sports, music and other school activities. Comprehensive pastoral and academic care systems support students.

International students are carefully assessed on entry to support their placement in classes. They receive ESOL (English as Second or Other Language) support as appropriate. The board of trustees receives regular reports on international students’ achievement and welfare.

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 four-to-five years.

Dale Bailey

National Manager Review Services Northern Region

7 February 2013

About the School

Location

Takapuna, Auckland

Ministry of Education profile number

1524

School type

Intermediate (Years 7 to 8)

School roll

597

Number of international students

26

Gender composition

Girls 55% Boys 45%

Ethnic composition

NZ European/Pākehā

Māori

Chinese

Korean

Filipino

Indian

British/Irish

other Asian

other

44%

4%

15%

12%

4%

4%

3%

2%

12%

Review team on site

October 2012

Date of this report

7 February 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2009

September 2006

June 2003