25 Freyberg Street , Palmerston North
View on mapRoss Intermediate
Ross Intermediate
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Context
Ross Intermediate is located in Palmerston North and provides education for students in Years 7 and 8. The school vision is `Connect, Nurture, Grow’- Poipoia te kākano kia puawai’. A new principal was appointed in Term 2, 2024.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The school is working towards sustained, equitable outcomes for all learners. |
- Achievement information for 2023, shows that a large majority of learners achieved at the appropriate curriculum levels in reading and mathematics with a majority in writing; improving equitable outcomes for Māori learners, and for boys in writing is a priority.
- Most students demonstrate a sense of belonging; all learners are well supported with positive relationships within a caring, inclusive environment that supports their wellbeing.
- A small majority of students attend regularly and the school is yet to meet the Ministry of Education targets for regular attendance; strategies to improve attendance are focused on building positive relationships with students and whānau as well as continuing to work with other agencies.
Conditions to support learner success
Leadership deliberately builds a culture committed to quality teaching for improved learner outcomes. |
- Leadership promotes a culture of relational trust at all levels of the school, supporting conditions for collaboration and good quality teaching.
- Leadership is strengthening the collection and use of data to plan, monitor and evaluate the impact of improvement strategies on learner outcomes.
- Leaders support teachers to use their strengths across the school, promoting engagement of students in a wide range of purposeful learning, broadening their experiences and responding to their strengths and interests.
Learners are provided with teaching through a local curriculum that increasingly responds to their needs and whānau aspirations. |
- Learners see themselves, their identity and culture reflected throughout the curriculum; te reo Māori, tikanga Māori and mātauranga Māori are increasingly woven through learning programmes.
- Learners are supported to engage, inquire, problem-solve and apply new learning within a positive and supportive learning environment.
- Teachers use a range of appropriate assessment information to inform teaching and learning; using this information to deliberately plan to respond to learners at risk of not achieving is a key next step.
The school is strengthening and aligning systems, processes and practices to promote positive outcomes for all learners. |
- Established, reciprocal partnerships with whānau and iwi contribute to the local curriculum and decision making for improvement priorities.
- Staff engage in professional development that is clearly aligned to strategic priorities and strengthens a collaborative approach to teaching and learning.
- Students with additional learning needs are well identified and supported by schoolwide systems, processes and practices, and external agencies to engage and learn.
- The board is regularly informed about student achievement, wellbeing, attendance to make improvement and resourcing decisions.
Part B: Where to next?
The agreed next steps for the school are to:
- continue the focus on improving attendance rates for all learners
- strengthen consistency in the quality of assessment and teaching practice across the school to improve equity for Māori learners and boys in writing
- implement a more systematic approach to evaluating the effectiveness of actions taken to improve learner outcomes
- continue to strengthen te reo Māori, tikanga Māori and mātauranga Māori across the school and in everyday classroom practices, giving greater effect to Te Tiriti o Waitangi.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- evaluate the impact of assessment practices and teaching strategies to know what to continue with and what to change
- identify the extent to which professional development shifts teaching practice and the impact on student outcomes
- measure progress in teaching capacity and capability to integrate te reo me ōna tikanga Māori, and mātauranga Māori within the local curriculum
- monitor the effectiveness of strategies to improve attendance rates
Every six months:
- monitor the progress of identified target groups and the impact of key initiatives to improve equitable outcomes
- monitor progress against targets and actions in the school’s annual plan, including for attendance, to inform next steps for learner achievement, wellbeing and engagement
- gather teacher feedback and ideas about the quality of professional learning and the impact on teaching, to identify next steps and to enhance confidence and practice
Annually:
- evaluate and report progress against the school’s annual plan, including attendance targets, to inform the next steps for improving learner achievement, wellbeing, attendance and engagement
- evaluate the impact of professional development to continue to strengthen the integration of te reo Māori, tikanga Māori and mātauranga Māori in the curriculum
- monitor the impact of strategies to increase and sustain regular attendance.
Actions taken against these next steps are expected to result in:
- improved and increasingly equitable and excellent outcomes for all learners
- consistent, effective teaching, learning and assessment practices; this includes data and
evidence-based evaluation to adapt and respond to all learners’ needs - meeting or better than meeting the Ministry of Education target for regular attendance
- te reo Māori, tikanga Māori, and mātauranga Māori are effectively embedded within a responsive curriculum.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Shelley Booysen
Director of Schools
13 November 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Ross Intermediate
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of September 2024, the Ross Intermediate Board has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Actions for Compliance
ERO and the board have identified the following areas of non-compliance during the board assurance process:
- undertaken Health Curriculum bi-annual consultation
[Section 91 Education and Training Act 2020] - safety checking of workforce: evidence of risk assessment.
[Children’s (Requirements for Safety Checks of Children’s Workers) Regulation 2015; Part 1 Clause 5,7,8]
The board has since taken steps to address the areas of non-compliance identified.
Further Information
For further information please contact Ross Intermediate, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
13 November 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Ross Intermediate
School Context
Ross Intermediate in Palmerston North, caters for 541 students in Years 7 and 8. Of the total roll, 23% are Māori students and 3% are of Pacific heritage.
The vision for students is to Act with Integrity, Learn with Purpose, Inquire and Dream.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- achievement in reading, writing and mathematics
- outcomes related to student behaviour and their wellbeing.
Since the November 2014 ERO report, progress has been made in developing partnerships with iwi and whānau. This has led to a shared vision for Māori success and further culturally responsive curriculum practices.
Professional learning for teachers is being undertaken to build their practice and strengthen learner outcomes in mathematics and writing.
Two bilingual classes have been introduced in 2018. The school is currently implementing the second tier of the Ministry of Education (MoE) initiative, Positive Behaviour for Learning (PB4L). It is a member of the Papaieoa North Kāhui Ako.
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?
In 2017, school data showed the majority of students achieved expectations in reading. Achievement in writing and mathematics was lower, with approximately half of students achieving at or above school expectations. Māori learners achieve slightly lower when compared to Pākehā students.
School reported data for students over their two years at intermediate shows an increase in the number of learners achieving at or above expectations at the end of Year 8. This increase is more evident in reading and writing.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school has effectively accelerated progress in reading, writing, and mathematics for many students over their two years at intermediate. The rate of accelerated achievement for Māori learners is higher, when compared to other groups in the school.
Leaders and trustees are appropriately focused on raising achievement levels overall, and addressing the remaining disparities in achievement for Māori students, and for boys in reading and writing.
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?
Curriculum provision effectively promotes students’ participation and engagement at school. The board’s resourcing ensures the interests and options for students are accessible and equitable. Digital technologies and e-learning are an embedded feature and widely used to support curriculum delivery. Partnership developed with Rangitaane O Manawatū iwi, and the introduction of bilingual education are strengthening the school’s response to Māori students’ culture, language, and identity.
Students with complex needs are purposefully included in the supportive school environment. Individual education goals are developed collaboratively with parents and whānau. Transition practices for these students are well managed and individualised.
Leaders, teachers and trustees actively promote a positive and inclusive learning environment. Developing and maintaining key relationships underpin shared teaching principles. Leaders and teachers know students well. A wide range of practices and initiatives are implemented to encourage the positive inclusion of individual students at school. Shared school values are evident in the positive interactions between students, peers, and teachers.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
The school’s annual goals are focused on: curriculum development to strengthen the response to priority learners; development in science; building on the established relationship with Rangitaane O Manawatū Iwi; and developing strong and effective teacher collaboration. ERO’s evaluation affirms this direction.
Ongoing development of the curriculum and teaching provides the opportunity for leaders to revise school achievement targets linked to addressing disparities for Māori learners and boys. Continuing to strengthen collaborative coaching, inquiry, participation in teachers’ professional learning and development and effective models of current practice should support improved effectiveness of teaching, learning and assessment practice.
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.
Appraisal audit
The school has a documented process to support the issue and renewal of teacher practising certificates. However, the implementation of the process requires greater rigour, including alignment to the school guidelines and The Education Council requirements to meet legislative requirements, as introduced in January 2018.
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. The school has attested that it complies with all aspects of the Code. At the time of this review there was one international student attending the school.
The school has appropriate policies and processes to ensure appropriate provision for international students. Students are suitably included in the positive and inclusive learning environment.
Areas for improved compliance practice
To improve current practice, the board of trustees should:
- ensure appraisal, including the principal’s appraisal, meets legislative requirements, as introduced in January 2018.
4 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- curriculum provision, that encourages student participation and engagement
- pastoral care, that promotes student wellbeing, a positive environment and inclusive relationships to support learner success.
- purposeful response to Māori students’ culture, language and identity by the introduction of bilingual education and developing partnership with Rangitaane O Manawatū iwi.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- assessment practice, including revision of achievement targets, that better focuses on acceleration of learning to improve student outcomes
- further developing teacher practice by participation in current PLD to continue to improve outcomes for learners
- knowledge and use of internal inquiry, that more effectively analyses the impact of programmes and initiatives on student outcomes.
- implementation of the school’s appraisal process, that supports teacher development and meets the legislative requirements, as introduced in January 2018.
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
27 April 2018
About the school
Location | Palmerston North |
Ministry of Education profile number | 2440 |
School type | Intermediate |
School roll | 541 |
Gender composition | Male 54%, Female 46% |
Ethnic composition | Māori 23% Pākehā 65% Pacific 3% Other ethnic groups 9% |
Provision of Māori medium education | Yes |
Review team on site | February 2018 |
Date of this report | 27 April 2018 |
Most recent ERO report(s) | Education Review November 2014 Education Review August 2011 Education Review August 2008 |