Findings
1 Context
What are the important features of this school that have an impact on student learning?
Fergusson Intermediate School is located in Upper Hutt. Students from a range of ethnic backgrounds attend. Of the 405 students, 22% identify as Māori and 7% as Pacific. The roll has continued to increase in recent years. Significant property development has occurred since the November 2011 ERO report. The environment promotes 21st Century learning. A planned and well-considered approach has been taken for the ‘Bring Your Own Device’ initiative to increase the use of technology in teaching and learning.
Since the previous ERO review, two new deputy principals were appointed to undertake specific roles and responsibilities. Five new trustees were elected in 2013. The school’s core values are recognised and understood throughout the school as the guiding framework for learning and behaviour. Respect for others is highly evident and contributes to an inclusive community of learners.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school uses a wide range of assessment information to make positive changes for students' learning. Senior leaders use an appropriate range of data to set annual student achievement targets, plan professional learning and development and identify future directions.
Improved moderation practices, across classrooms and with other schools, support the reliability of overall teacher judgements. The school continues to strengthen its use of National Standards data to further promote outcomes for students.
Trustees receive useful beginning, mid and end-of-year reports about student progress and achievement. Data reported to the board in July 2014 shows many students were tracking towards at or above, in relation to the National Standards, in reading and mathematics. The school acknowledges the need to address underachievement of many students in writing.
School reported assessment data shows that overall, Māori students are progressing well. Senior leaders set annual improvement targets to support the raising of Māori student achievement.
Teachers use student achievement data to inform teaching and learning programmes. Also, this information is used to assist students to develop clarity about their learning and identify their next steps. Ongoing reflection on teaching and learning programmes helps teachers cater for students’ immediate and changing needs. A model to support teachers to inquire into the effectiveness of their practice is developing. Continuing to strengthen this process should increase the rate of progress and achievement of targeted students.
Robust systems and processes are in place to identify students who require extra support and extension. Students are placed in programmes appropriate to their needs. Their progress is tracked and monitored. The inclusion of students with special educational needs is well managed and responsive to individuals and their families. These students learn alongside their peers and participate fully in school life. Their transition to and out of school is carefully planned and supported by positive relationships with students and their parents, and with neighbouring schools and external agencies.
Parents receive useful information about their children's progress and achievement in relation to National Standards for reading, writing and mathematics. Students’ next learning steps and strategies for parents and whānau to extend learning at home are shared and discussed at regular parent-teacher meetings.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum effectively promotes success for many students. Curriculum review assists teachers to identify how they can better support those students who are not making sufficient, accelerated progress.
Teaching and learning programmes are underpinned by The New Zealand Curriculum principles, values and key competencies. There is a strong focus on supporting students to be 21st Century learners. Increased use of technology enhances teaching and learning.
Students have opportunities to participate in a wide range of learning in and outside the classroom and these include cultural, sporting and academic experiences. Many second-language options are available. Annual curriculum review ensures learning topics reflect current national and international events.
Staff have participated in a considerable amount of professional learning and development focused on raising student achievement in mathematics. As a result, useful strategies to support students’ progress and achievement have been developed. Teachers continue to transfer these effective teaching strategies to reading and writing.
Pacific language, culture and identity are promoted through the school’s Pasifika group and within learning programmes. Support is provided through Pacific parent involvement in the whānau group and representation on the board of trustees. National Standards data shows that most Pacific students are not achieving well in reading, writing and mathematics. Trustees, senior leaders and teachers are continuing to develop strategies to support and raise the achievement of these learners.
How effectively does the school promote educational success for Māori, as Māori?
The school has initiatives that positively support Māori learners, such as extension te reo Māori classes and Māori context in curriculum design. Kapa haka is a strength within the school and students and their whānau attend a noho marae each year. Staff are building their use and knowledge of te reo me ngā tikanga Māori. The school identifies, and ERO's evaluation confirms, the need to continue to strengthen teachers’ cultural competence across the school. Use of Tātaiako: Cultural Competencies for Teachers of Māori Learners should support this development.
The school is developing working relationships with whānau. A wide range of useful information is shared each term at well-attended whānau hui. Whānau are supported to contribute to decision making. A homework centre and focused information evenings have been established as a response to whānau feedback.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
Fergusson Intermediate School is well placed to sustain and improve its performance. Senior leaders have complementary skills and actively work towards achieving the school’s vision and goals.
Trustees know their governance roles and responsibilities well. New members have undertaken training to support their knowledge and understanding. They use information to good effect, making decisions focused on improving student outcomes.
Senior leaders support staff by providing opportunities to take on leadership initiatives within the school. The recently reviewed appraisal process provides a useful framework to develop consistency of effective teaching and guide self-reflection. Schoolwide direction clearly focuses on meeting the diverse needs of students. Teachers work with each other, share ideas and reflect on their teaching practices. Good strategies and practices are focused on promoting and responding to student wellbeing.
Senior leaders, trustees and teachers demonstrate a clear understanding of the importance of forming partnerships with parents, whānau and the wider community. They make positive connections, share successes and seek ideas and opinions to ensure that their decision-making is in the best interests of students. The ‘Meeting Challenges’ programme continues to operate for students at risk of disengaging with education. It provides support for students and families and promotes a sense of belonging.
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
Fergusson Intermediate School is well placed to sustain and improve its performance. There is a strong focus on supporting students to be 21st Century learners. Positive connections are made with parents and whānau to ensure school decision-making is in the best interests of students. School leaders continue to review the curriculum and strengthen teaching practices to improve the acceleration of progress and achievement of all students.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services Central Region
12 February 2015
About the School
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Location
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Upper Hutt
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Ministry of Education profile number
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2841
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School type
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Intermediate (Years 7 to 8)
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School roll
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405
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Gender composition
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Male 51%, Female 49%
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Ethnic composition
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Māori
Pākehā
Pacific
Other ethnic groups
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22%
61%
7%
10%
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Review team on site
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November 2014
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Date of this report
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12 February 2015
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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November 2011
December 2008
February 2006
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