Palmerston North Intermediate

School Context

Palmerston North Intermediate caters for 705 students in Years 7 and 8, and 15% are Māori with a small percentage of Pacific heritage. The roll has grown since the September 2014 ERO evaluation.

The school’s stated vision for student success includes valued outcomes of: Confident, Capable and Connected Students, with a “You can do it! Attitude”. An inclusive approach and the “5 Keys to School Success - confidence, organisation, persistence, resilience, getting along”, are central to teaching and learning.

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

• reading, writing and mathematics
• progress toward the school goals
• wellbeing.

The new principal was appointed from the start of 2017.

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?

The school achieves equitable and excellent outcomes for most of its students.

Most students achieve at or above expectation in reading and writing with a large majority doing so in mathematics. This pattern has been generally consistent over time. Results for specific groups are equitable in reading. However, boys in writing, and girls and Māori in mathematics are achieving at slightly lower levels. Pacific students achieve similarly in mathematics, but lower in literacy. 

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

The school is continuing to improve its effectiveness in accelerating the progress of those Māori and other students who are at risk of not achieving.

School data for 2017 shows that the majority of Māori and other students identified as being at risk have made accelerated progress with their learning.

Students with additional learning needs are well identified and a range of appropriate supports and programmes are in place. Most of these students are shown to have made good progress against their individual education plans.

2 School conditions for equity and excellence

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

Students’ engagement is well promoted by the broad curriculum. School vision, history and local themes are clearly evident in practice. There are many opportunities for students to participate and celebrate success in academic, sporting, artistic, cultural and leadership activities.

An appropriate range of assessment tools is used to measure student achievement. This information is used to identify students whose progress needs acceleration. Teachers have a collective approach to meeting the needs of these students. They use data to inform decisions about strategies and actions to address individual learning needs. Transitions for children into and through the school are well considered and soundly managed.

There is a positive tone and learning culture throughout the school. Relationships are respectful and reciprocal. Students and staff appreciate the strong family atmosphere and shared values. Student wellbeing is supported by well-considered pastoral systems.

School leaders work in a cohesive, systematic way to effectively establish a culture of ongoing improvement. They recognise and use the knowledge and skills of teachers to lead aspects of the curriculum. Extensive professional development is focused on introducing new methodologies and growing teachers’ capability. Teachers use current research and evidence of best practice as they inquire into strategies and approaches for effective teaching.

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

School leaders’ internal evaluation has identified priorities for development to enhance outcomes for students. ERO’s external evaluation supports the focus on these priorities.

Continuing the development of closer links with local iwi and enhancing culturally responsive practice should better support Māori students’ culture, language, identity and achievement. This should also encourage increased student engagement through the use of relevant local history, themes and contexts. 

Strengthened use of data and other information, to know how well students are achieving and whose progress is accelerated, should support teachers to better plan learning programmes that respond more effectively to students at risk of not achieving and guide next learning steps.

Enhancing moderation practices should support increasing consistency and reliability of teachers’ assessment judgements. Teachers are developing their capacity to make valid judgements about students’ progress and levels of achievement. Regular sharing and comparing of evidence should contribute to teachers’ confidence in making judgements. More effective moderation should assist leaders’ and trustees’ evaluation of the impact of initiatives and programmes on the achievement of groups and cohorts of students.

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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. There were four international students enrolled at the time of the ERO review.

Sound systems and processes support international students with their learning and integration into the school community. The school attests that it has complied with all aspects of the Code. 

4 Going forward

Key strengths of the school

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

• a positive and respectful learning environment that supports students’ engagement and learning
• a collaborative approach and high expectations from trustees, leaders and teachers that promote improved outcomes for students
• identifying, tracking, monitoring and responding to the needs of priority learners to improve their progress.

Next steps

For sustained improvement and future learner success, development priorities are in:

• continuing the development of culturally responsive teaching practice to better support Māori students’ culture, language and identity, and further their success
• strengthening the use of student achievement information and enhancing moderation practices to increase the consistency and reliability of teachers’ assessment judgements.

ERO’s next external evaluation process and timing

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

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

12 February 2018

About the school 

Findings

The school curriculum provides an extensive range of stimulating experiences to motivate and promote student learning. Students engage purposefully in the positive school environment. Many achieve in relation to the National Standards in reading, writing and mathematics. Gifted and talented and learning support programmes effectively meet the needs of students. Senior leaders and trustees provide clear direction to achieve their identified and strategic priorities.

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

1 Context

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

Palmerston North Intermediate is located near the central business district. The roll is multicultural with students of over 40 different nationalities. At the time of the review 687 students attended, including 89 Māori, 17 Pacific and three international fee-paying students.

The school has a close association with Massey University, Graduate Institute of Education.

The vision aspires for students to grow into confident, connected, lifelong learners, who are actively involved in the global community.

The You Can Do It! Education Programme (YCDI!) is closely aligned to the key competencies. The five keys to success, confidence, organisation, persistence, resilience and getting along, are embedded in school culture and highly evident in practice.

The school has a positive reporting history with ERO.

2 Learning

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

School leaders continue to strengthen the use of assessment information for teaching, target setting and to accelerate the achievement of priority learners. They collate achievement data to identify the performance of cohorts, gender and ethnic groups for strategic planning and reporting.

At the end of 2013, the school reported that many students achieved in relation to the National Standards in reading, writing and mathematics. School analysis of this data indicated the need to give priority to Māori and Pacific learners and aspects of boys' literacy for accelerated achievement.

Senior leaders are promoting improved outcomes for targeted learners by continuing to build teacher practice to meet individual learning needs, and strengthening team and curriculum leadership. Collated mid-year 2014 assessment information shows that many of these learners are making good progress toward meeting the National Standards.

Teachers use assessment information to establish achievement levels, group students for teaching and determine progress. Strengthening the consistency of teachers’ use of data to plan for specifically identified learning needs is an area for development.

Students working toward the National Standards are provided with specialist literacy and numeracy programmes. Progress is monitored. Sharing the focus of learning deliberately with the parents of students involved in learning support, should strengthen working relationships that benefit learner outcomes. 

Progress toward priorities and annual targets is well monitored and comprehensively reported to trustees and parents. Refining targets for priority learners should help with evaluating effectiveness and guiding review.

3 Curriculum

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

The curriculum successfully promotes student presence, engagement and achievement. Learning opportunities cater to the needs of emerging adolescents. The school curriculum gives priority to achievement in literacy, mathematics and science. Curriculum implementation plans have been reviewed in recent years to align with The New Zealand Curriculum and encompass the eight curriculum areas. These provide a comprehensive overview of expectations for teachers to guide curriculum delivery in the classroom.

Students are offered an extensive range of activities and experiences to motivate their learning. This includes specialist teaching in science, technology, music and the visual arts for developing scientific and practical skills and creativity.

Transition to school at Year 7 is well supported. Information gathered prior to entry is used to guide student placement. The school has gathered valuable survey information from parents and students to enhance transition at the end of Year 8 and strengthen partnerships with local secondary schools.

Student leadership and achievement are celebrated. Blues badges are incentives for students to aspire to and achieve recognition in academics, citizenship, performing arts and sports. Student opinion, about the curriculum, is sought in numerous ways, including through the student council.

An extensive range of programmes is provided to meet the needs of high achievers. Individuals are challenged to extend their skills and abilities. The school uses community expertise to further promote the achievement and aspirations of this group of students.

Senior leaders build teachers' capability through professional discussion and critical feedback about practice. This professional support is helping to embed effective practice consistently across the school.

Teachers participate in professional learning and development linked to school priorities. Staff set practice goals as part of their appraisal. Feedback provided to teachers links to observation of classroom practice and attestation against the Registered Teacher Criteria. School leaders are seeking to strengthen the appraisal process. Teachers are supported to gather and reflect on evidence that shows the impact of their practice on student progress and achievement.

The special education needs coordinator provides comprehensive support for students with complex needs. Individual education plans are developed with parents and school personnel. Progress is regularly monitored and reported. Transition to school for these students is tailored to individual needs.

The learning and progress of English language learners is well supported. Students' cultures are valued and celebrated. The specialist teacher supports teachers to include these students in classroom programmes and in the provision of resources.

School leaders are developing curriculum responsiveness to the language, cultural and identity of Pacific students. Community consultation is the next stage of implementing the school’s Pacific education plan.

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

Māori students enjoy positive relationships with peers and teachers. They contribute purposefully to all aspects of school life. Māori culture, language and identity are incorporated in curriculum design. Communication with Māori whānau and iwi is purposeful and contributes to school practice.

The Māori Education Plan supports and acknowledges the aspirations of the school, whānau and iwi for Māori student success. Implementation is facilitated by leaders within the school. Expectations for a culturally responsive curriculum, teaching and success should be better defined to support monitoring, review and evaluation. The committee’s development of an implementation plan should assist in guiding ongoing development. Building teachers’ cultural competence and documenting shared expectations for the inclusion of te aō Māori in the classroom would assist with improving response to Māori learners.

4 Sustainable Performance

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

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

Senior leaders, teachers and trustees are reflective and demonstrate commitment to decision making that promotes student success. The leadership structure is clearly defined. Strengthening curriculum and team leadership is a focus for senior leaders. ERO confirms this should assist in meeting the school's identified priorities and build sustainable practice.

Teachers are beginning to inquire into the effectiveness of their practice. Strengthening capability should enable teachers to better understand the impact of strategies used in the classroom and modify these, to meet the diverse needs of learners.

Trustees effectively govern the school. Strategic planning provides clear direction for the school and recognises relevant priorities.

Self-review practice is purposeful. Information is gathered from a valid range of sources. The school has a structured approach to self review and staff seek ongoing improvement. To improve practice senior leaders should strengthen the interpretation of review information and develop an evaluative response. 

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 are three international students attending the school.

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

Palmerston North Intermediate fully supports the emotional, academic and social needs of international students. Students are included in school life. The school maintains good relationships with students and families. Educational provision is well planned and responsive.

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

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

The school curriculum provides an extensive range of stimulating experiences to motivate and promote student learning. Students engage purposefully in the positive school environment. Many achieve in relation to the National Standards in reading, writing and mathematics. Gifted and talented and learning support programmes effectively meet the needs of students. Senior leaders and trustees provide clear direction to achieve their identified and strategic priorities.

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

Joyce Gebbie

National Manager Review Services Central Region

6 November 2014

About the School