Churchill Avenue , Hamilton
View on mapMaeroa Intermediate is located in Hamilton and caters for students in Years 7 and 8. The school roll is currently 772 students of whom 354 identify as Māori. The school’s motto, ‘I will not cease from mental fight’, represents the belief in developing students who will be lifelong learners. The school includes a Rumaki Unit, Reo Rua Unit, Sports Academy and specialist technology and arts classes.
The school has well established values and virtues related to manawanui (persistence), tikanga (contribution), mana motuhake (confidence), manaakitanga (empathy), whakamiha (appreciation), and mātauranga (understanding).
An experienced board chairperson leads a stable board of trustees. Annual targets are focused on accelerating the progress and achievement of students who are below expected levels in reading, writing and mathematics.
Since the 2016 ERO evaluation there has been significant roll growth, modern learning environments created, and a number of new initiatives related to the wellbeing of students.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Maeroa Intermediate is part of the He Waka Eke Noa Communities of Learning | Kāhui Ako.
The school is working towards achieving equitable and excellent outcomes for all students. Most students are achieving at or above expected levels in reading and the majority in writing and mathematics. Overall levels of achievement increased significantly between 2018 and 2019 for all groups of learners. Girls are achieving significantly better than boys in reading and writing, but similar in mathematics. Māori students are achieving as well as other students in reading and writing with some disparity in mathematics. Most students in the Rumaki Unit are achieving at or above expected levels in korero, pānui, tuhituhi and pāngarau.
The school responds effectively to Māori and other students whose learning and achievement need acceleration. Classroom teachers have developed useful processes to track the accelerated progress of at-risk students. They can show acceleration for individual and groups of students. From mid-2018 to mid-2019 leaders closely monitored the progress of priority students over the year in reading, writing and mathematics. Data for these students indicates that the majority of Māori and other students made accelerated progress.
Leaders and staff provide an inclusive school culture where difference and diversity are valued, and students experience success. They actively build culturally responsive practices in collaboration with school community, whānau and iwi. School values are embedded throughout the school and there are clear expectations for behaviour and learning. Staff have established positive and reciprocal relationships with students and whānau. Teaching as inquiry fosters ongoing reflections and professional discussions between teachers about effective practices. Physical environments are well organised to support learning and reflect New Zealand’s bicultural heritage. Students are actively engaged in a wide range of academic, sporting, cultural and leadership opportunities.
Teachers and support staff work collaboratively to effectively assist at-risk students. Learning for students with additional needs is well managed. Systems for tracking and monitoring at risk learners are robust. A new initiative, Accelerated Learning @ Maeroa, provides a face-to-face, responsive approach for those students needing specific learning support. Teachers and learning assistants work in effective partnerships with whānau and outside agencies to meet the needs of individual students.
School leaders work collaboratively and effectively to provide an environment that promotes student learning and wellbeing. They are aware of current teaching practices and theories and are change focused where teachers are encouraged to be innovative and take risks. A range of effective initiatives support and extend the diverse learning and cultural needs of students.
The board governs the school effectively. Trustees understand and support the strategic direction of the school. They make well informed resourcing decisions in response to student achievement information and consultation with parents and whānau. Ongoing internal evaluation provides clear school direction and guides target setting. Trustees are focused on student learning, wellbeing, achievement and progress.
A strong transition process into, within and out of the school is well planned and responsive to individual learners. There is a range of specialist units that extend and support students strengths, needs and abilities. Parents and whānau, spoken to by ERO, value the approachability of staff, and feel well informed about their children’s progress and achievement.
ERO and school management agree that there is a need to:
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Maeroa 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.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Phillip Cowie
Director Review and Improvement Services
Central Region
15 January 2020
|
Location |
Hamilton |
|
Ministry of Education profile number |
1792 |
|
School type |
Intermediate (Year 7 to 8) |
|
School roll |
772 students |
|
Gender composition |
Female 51% Male 49% |
|
Ethnic composition |
Māori 46% NZ European/Pākehā 41% Asian 3% Pacific 3% Other ethnic groups 7% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
Yes |
|
Review team on site |
November 2019 |
|
Date of this report |
15 January 2020 |
|
Most recent ERO report(s) |
Education Review January 2016 Education Review February 2011 Education Review March 2008 |
Students at Maeroa Intermediate benefit from a broad curriculum and an inclusive school culture that promotes their educational engagement and success. Students achieve well in academic, sporting and cultural pursuits. Māori students have opportunities to learn in bilingual and total immersion classes.
ERO is likely to carry out the next review in three years.
Maeroa Intermediate is a well-established school located in central Hamilton. Students come from a wide geographical area and diverse backgrounds. In recent years, the roll has increased significantly and at the time of this ERO review, there were 661 students of whom the largest group identify as Māori.
Students have the opportunity to learn through the medium of te reo Māori in the Rumaki and Reo Rua syndicate, Te Poho o Tanenui-a-rangi. In the mainstream, the school provides choices of specialist programmes such as the innovative learning environment, the differentiated learning unit, and sports classes.
Since the 2011 ERO review, the long standing principal resigned, and the experienced deputy principal was appointed to the role in 2014. Two new deputy principals have also been appointed in this time. The roles and responsibilities of middle leaders have been reviewed and there have been strategic appointments of new staff.
The new leadership team have, in consultation with external expertise, reviewed and reaffirmed the school’s traditional vision and values as well as expectations for successful teaching and learning as summarised in the Learner Profile. In addition, they have introduced new student assessment tools and strengthened teacher effectiveness through targeted professional learning and development.
The school is well supported by an experienced and committed board of trustees. Many parents and whānau have long standing connections with the school and students benefit from positive and varied learning experiences. Recent refurbishments in many classrooms, and an increase in the use of digital technologies, are enhancing learning opportunities for students.
The school effectively uses achievement information to promote student engagement, progress and achievement. During 2015, senior and middle school leaders have increased the ways that data is being shared, discussed and used to reflect on practice, and better meet the learning needs of students.
School leaders and teachers gather, collate and analyse good quality school-wide assessment information, including data from contributing schools. This data is used to:
A next step is to build on and extend teacher planning to better meet the identified needs of individual students, especially those at risk of poor educational outcomes.
The 2014 student achievement information shows that in general, the proportion of students achieving at or above National Standards in reading, writing and mathematics, is comparable to their peers nationally. However, the school has identified that raising achievement for boys remains an ongoing priority.
The Special Education Needs Coordinator (SENCO) role has been strengthened to better support students with high needs and students at risk of poor educational outcomes and their whānau. Pacific students have opportunities to participate in a cultural performance group, and most achieve at or above National Standards in reading writing and mathematics.
The school’s curriculum effectively promotes and supports student learning. There has been an extensive review of curriculum delivery to better align with The New Zealand Curriculum (NZC) and Te Mārautanga o Aotearoa. Senior leaders have extended provisions for students to participate in education outside the classroom (EOTC) to ensure that all students experience equitable learning opportunities.
Students experience success in a broad range of academic, cultural and sporting activities as well as many opportunities in technology and the arts. This success is recognised and celebrated through the Koru system which acknowledges student effort, participation and leadership.
Senior and middle school leaders are working with teachers to further develop the Maeroa school curriculum. This development includes:
Senior leaders have initiated comprehensive professional development using internal and external expertise and knowledge. Staff have also visited other schools, attended workshops and conferences, and engaged in ongoing professional discussions. In addition, the appraisal process has been strengthened through evidence-based observations with specific feedback to teachers. These practices have contributed to the development of shared understandings and increased consistency in the quality of teaching and learning across the school.
Students experience clear expectations and guidelines for learning and behaviour. They learn and play in a positive and inclusive school culture and demonstrate a strong sense of belonging and connection to the school. Transitions to and from the school are carefully managed to ensure that students experience minimum disruption to their schooling. ERO observed examples of effective teaching where students were able to:
Māori students, particularly in the Rumaki, experience success as Māori in relation to affirming their language, culture and identity. A next step for ongoing curriculum development in other classes is to continue to work collaboratively with teachers, students and whānau to ensure the Māori language, contexts for learning, knowledge and dual partnership perspectives are included in the whole school curriculum. This is an area for development already identified by senior leaders as they work with a Ministry of Education (MoE) education advisor to support and promote cultural responsiveness.
The school effectively promotes educational success for Māori students. Senior leaders are using a range of strategies to further raise Māori student achievement. These include:
The 2014 student achievement information shows that a significant majority of Māori students achieved at or above the National Standards in reading, writing and mathematics. In the Rumaki, a significant majority of students achieve well in Pānui and Tuhituhi. The 2015 data shows that nearly all students are achieving at or above expectations in Tau.
Maeroa Intermediate is well placed to sustain and improve its performance. Factors contributing to this are:
A next step for the board, senior leaders and teachers is to explore and implement ways to more successfully engage Māori whānau in the life of the school and their children’s education.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Students at Maeroa Intermediate benefit from a broad curriculum and an inclusive school culture that promotes their educational engagement and success. Students achieve well in academic, sporting and cultural pursuits. Māori students have opportunities to learn in bilingual and total immersion classes.
ERO is likely to carry out the next review in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
26 January 2016
|
Location |
Hamilton |
|
|
Ministry of Education profile number |
1792 |
|
|
School type |
Intermediate |
|
|
School roll |
661 |
|
|
Gender composition |
Girls 342 Boys 319 |
|
|
Ethnic composition |
Māori Pākehā Pacific Asian Indian Other |
47% 42% 5% 2% 2% 2% |
|
Special features |
Rumaki and Reo Rua |
|
|
Review team on site |
November 2015 |
|
|
Date of this report |
26 January 2016 |
|
|
Most recent ERO reports |
Education Review Education Review Education Review |
February 2011 March 2008 March 2005 |