Gisborne Intermediate

Education institution number:
2566
School type:
Intermediate
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
613
Telephone:
Address:

156 Roebuck Road, Gisborne

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Gisborne Intermediate - 10/06/2020

School Context

Gisborne Intermediate School caters for students in Years 7 and 8. At the time of this ERO evaluation the roll was 612, with 49% identifying as Māori.

The school’s overarching vision states – ‘te whakatipu iwi nui - growing great people’. The valued outcomes for students are expressed in the school ‘RISE’ values – ‘Respect, Integrity, Self-management, and Excellence’. Strategic priorities are student learning, powerful partnerships, personnel development and student wellbeing.

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

  • reading

  • writing

  • mathematics and

  • wellbeing.

Gisborne Intermediate is a member of Taha Whānau (Gisborne) Kāhui Ako. The school principal is the lead principal of the 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?

The school is on a positive trajectory in achieving equity and excellence for all its students.

End of 2018 data, provided by the school, showed the majority of students achieved at or above curriculum expectation in reading, writing and mathematics. Māori students had significantly lower achievement in all areas than their peers, with less than half reaching expectation in writing and mathematics.

School-provided data for midyear and end of year 2019 reflects a positive trajectory of improvement in achievement and wellbeing. There is an increase in outcomes for most students across reading, writing and mathematics. Māori student achievement has improved and the disparity with their peers has reduced. The 2019 end of year data shows that disparity between girls and boys in literacy has reduced. Writing achievement for all groups remains an area of focus for the school.

Pacific students are appropriately identified, tracked and monitored. Overall achievement is low and there is more to be done to achieve equitable outcomes for Pacific students.

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

The school has focused on continuing to strengthen its capability to accelerate learning for those who need it. Teachers identified groups of students to be part of class-targeted interventions and programmes. At the time of the onsite stage of this ERO evaluation, the school did not have the data to show acceleration for those students who need this. Ongoing information shows that acceleration is happening for the majority of students.

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?

The school proactively identifies and draws on iwi, hapū and whānau resources and expertise to enhance students’ achievement and wellbeing. A wide range of initiatives to engage with parents, whānau and community are undertaken. These connections provide enrichment and authentic, experiences for students, including those with additional learning needs.

Students learn in settled, inclusive classes. Contexts for learning are engaging and used to respond to students' interests and build on their knowledge. Digital tools and resources are used appropriately to support teaching and learning.

Student leadership is well developed and reflects the school’s values. Student voice is deliberately gathered, and their contributions are respected. Older students demonstrate positive support for younger students. The RISE values are clearly evident across the school.

Students benefit from leaders and teachers genuine and deliberate connections with contributing primary schools and secondary schools. Transitions in to and out of Gisborne Intermediate are well managed to maximise and enhance student learning opportunities, success and wellbeing.

Leadership has established clear and consistent expectations that promote a supportive environment conducive to learning and wellbeing. The documented curriculum is specific in its guidance for teachers. Staff engage in a range of professional learning opportunities to build capability. Processes and practices strengthen and sustain professional learning and collaboration to improve teaching and learning.

Assessment systems and practices have been developed and implemented to build reliability and consistency across the school. Leaders and teachers participate in regular discussions focused on student outcomes. Teachers and leaders continue to strengthen how they use achievement information to improve student learning, achievement and progress. They engage in regular reflection and consideration of ways to improve outcomes for students.

Students identified with additional learning needs are well catered for throughout the school. The learning support hub provides them with the facility to transition into the school before placement in mainstream classes if needed. Ongoing monitoring and reporting achievement assists leaders, teachers and trustees to provide suitable learning environments for these students.

Trustees demonstrate a shared understanding of their stewardship role and responsibilities. They identify and use each other’s knowledge, expertise and experience to benefit students. They review and reflect on their effectiveness as a board in supporting the school to realise its vision, values, strategic direction, goals and targets. School strategic priorities and initiatives guide trustees to make well grounded decisions about student achievement and wellbeing.

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

The school has considered and refined the student achievement targets. These identify those students whose achievement needs acceleration. This should contribute to a more focused approach to achieving equity of achievement for individuals and groups of students.

The school implements a range of initiatives and practices designed to improve student outcomes. Teachers, leaders and trustees should continue to evaluate the impact of these and make clear the links to student achievement data and outcomes.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Gisborne 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.

5 Going forward

Key strengths of the school

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

  • clear strategic priorities that are focused on putting student wellbeing and learning at the centre of all decisions
  • continued ongoing involvement with the Kāhui Ako to strengthen the school’s processes and practices and promote learning that makes a positive difference for all students
  • leadership across the school that acknowledges and works in partnership with whānau, hapū and iwi.

Next steps

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

  • improving outcomes for students, to achieve equity for all groups in the school and raise levels of achievement overall with a focus on students whose learning needs accelerating.

Darcy Te Hau

Acting Director Review and Improvement Services Central

Central Region

10 June 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Gisborne Intermediate - 20/10/2016

Findings

Well-engaged students learn in settled classrooms where supportive relationships amongst learners and teachers are evident. Achievement data shows that a majority of students achieve at or above in relation to the National Standards. Raising Māori achievement, enhancing target setting, and strengthening internal evaluation are key next steps to achieving equity and excellence.

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?

Gisborne Intermediate caters for students in Years 7 and 8 from Gisborne and surrounding areas. There are 597 students attending the school and 50% identify as Māori. Since the October 2013 ERO report, a new principal has been appointed and a number of trustees have changed.

The school’s vision, Growing great people, Te wakatipu iwi nui, underpins all aspects of school life and operations. The schools values of respect, integrity, self-management and excellence are widely promoted and evident.

Leaders and teachers are participating in a wide range of professional development initiatives designed to improve teaching and learning and raise student achievement.

2 Learning

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

Leaders and teachers are strengthening their use of achievement information to make positive changes to learners’ progress and achievement. The school uses an appropriate range of assessment tools to measure students’ progress and levels of achievement in reading, writing and mathematics. The newly-developed assessment procedures booklet is a comprehensive guide supporting teachers in the consistent use of these tools. Data is well collected, collated and presented.

Achievement information is well used to identify groups of priority learners and set general targets for improvement. Leaders and trustees use achievement data to guide resourcing decisions, professional learning priorities and teacher development. Trustees are well informed about patterns of student achievement. Teachers use this information to identify students’ strengths and needs, and plan appropriate programmes.

A range of effective systems and interventions support students with more complex learning needs. There is close collaboration with families, whānau and external agencies. Students are well integrated into regular classes. Carefully considered processes effectively support students at key transition stages.

A range of processes support teachers to make valid judgements about student progress and achievement. Multiple sources of evidence are used. There is regular moderation within teams. Leaders have identified the importance of supporting writing judgements with externally referenced data and extending moderation schoolwide and with other schools.

School achievement data shows that a majority of students are achieving at or above in relation to the National Standards in reading, writing and mathematics. Māori student achievement overall has yet to be raised to the level of other students in the school.

Leaders are working to enhance the effective use of data at all levels. Strengthening the analysis and use of data should enable teachers and leaders to better:

  • set specific targets related to accelerating the students at risk of not achieving
  • track, monitor, respond to and report the progress of groups, cohorts and target students
  • evaluate the impact of programmes and initiatives on student outcomes.

3 Curriculum

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

Students’ engagement is well supported by the broad curriculum. There are many opportunities for students to participate and celebrate success in academic, sporting, artistic, cultural and leadership activities. There are clear expectations for teaching and learning that are responsive to the specific age groups. Local themes and contexts are regularly included.

Students learn in well-presented classroom environments that celebrate their work and provide multiple prompts to support learning. Settled classes, well-engaged students, and supportive relationships amongst learners and teachers are evident. Many students can discuss their learning, levels of achievement and progress in reading, writing and mathematics. Teachers continue to work on strengthening and enhancing students’ ability to be self-managing learners.

School leaders have introduced new systems to strengthen curriculum delivery. A robust system supports teachers to inquire into and reflect on their practice. These reflections contribute to discussions in wholestaff professional learning groups. There is a strong literacy and numeracy focus. There is ongoing professional development on effective teaching and assessment of mathematics and literacy.

Leaders recognise the need for ongoing review of the new curriculum. It is important that this review revisits and enhances expectations for:

  • effective teaching practice that supports accelerated outcomes for students
  • the explicit inclusion of te ao Māori and bicultural practices throughout the curriculum and all class environments
  • culturally-responsive teaching practices.

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

The language, culture and identity of Māori students is recognised, valued and supported. Māori students have schoolwide leadership roles and responsibilities. Key cultural elements such as kapa haka, pōwhiri, waiata, and sports are important, highly visible parts of the school.

The Turanganui initiative was introduced in 2016 in response to historical lower levels of Māori student engagement and achievement. The school reports it is leading to increasing levels of engagement with families and whānau.

Leaders have identified accelerating Māori student achievement and growing strong links with iwi as key strategic goals.

4 Sustainable Performance

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

The school is well placed to strengthen review and evaluation practice to sustain its performance and continue to build student success.

The board of trustees is both student and future focused. Trustees are well informed receiving a range of information about student achievement, school activities and operation to support resourcing decisions.

The principal and senior leaders have a shared vision for school development. They are student focused and work collaboratively to define and lead ongoing school development. Growing leadership across the school is a key priority.

Teachers are collegial, collaborative and enthusiastic. The refined appraisal system supports the continued growth of teachers’ professional practice.

A well-considered pastoral care network supports student wellbeing and sense of belonging. Student voice is sought and valued. There are effective links with a range of external agencies to further support students and their families.

Sound systems are in place to support students moving into the school at Year 7. School leaders are working with contributing schools to enhance the quality and relevance of achievement information shared during transitions.

There is strong community support for school activities and operations. Leaders use a variety of ways to communicate and engage with families, whānau and the wider community.

Leaders, teachers and trustees are highly reflective. It is now appropriate to develop a systematic approach to internal evaluation. Establishing and using clear outcome indicators and regularly measuring progress against these should enable leaders to better determine the impact of systems, processes and innovations on student learning and achievement.

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

Well-engaged students learn in settled classrooms where supportive relationships amongst learners and teachers are evident. Achievement data shows that a majority of students achieve at or above in relation to the National Standards. Raising Māori achievement, enhancing target setting, and strengthening internal evaluation are key next steps to achieving equity and excellence.

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

Joyce Gebbie

Deputy Chief Review Officer Central

20 October 2016

About the School

Location

Gisborne

Ministry of Education profile number

2566

School type

Intermediate (Years 7 to 8)

School roll

597

Gender composition

Male 50%, Female 50%

Ethnic composition

Māori

Pākehā

Other ethnic groups

50%

44%

6%

Review team on site

August 2016

Date of this report

20 October 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2013

September 2010

June 2007