Naenae Intermediate

Naenae Intermediate 

School 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.

About the School

Naenae Intermediate provides education for students in Years 7 and 8. The school’s roll is 310, with 23% of students of Māori descent and 21% of Pacific heritage. The school vision and values are based on the concept of AKO: acting respectfully, valuing knowledge and organising ourselves.

Part A – Parent Summary

How well placed is the school to promote educational success and wellbeing?

How well are learners succeeding?Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning?The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs?

Learners have sufficient opportunities to learn across the breadth and depth of the curriculum.

There is a variable focus on supporting learners to gain skills in literacy and mathematics.

Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement?The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing?The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners?

The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress.

The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

 
Reading

A small majority of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Writing

Less than half of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Mathematics

Less than half of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Attendance

The school is behind the target of 80% regular attendance.

The school is developing a suitable plan to improve attendance.

Regular attendance is not yet improving towards or beyond the target.

Chronic absence is not yet reducing over time. 

Assessment

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers should improve their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

The school does not have good quality planning to increase the rate of progress for all groups of students.

The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school is not making progress towards meeting Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

Support 

During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support and/or intervention to the Secretary / Ministry of Education.

An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
 

Part C - Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

  • Students have a strong sense of belonging, wellbeing and pride in their school; they experience positive, inclusive and supportive relationships.
  • Curriculum design provides some integrated learning opportunities with breadth and depth across the curriculum; students are taught reading, writing and mathematics in each area for one hour per day.
  • A new structure is in place to support the professional growth and capability of teachers and school leaders.
  • Strong leadership effectively led schoolwide change for student belonging and well-being; a focus on well-being for learning is now a priority.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

  • modify the strategic priorities with an explicit focus on improving student outcomes in achievement, attendance and engagement
  • develop assessment practice and moderation processes to inform targeted teaching for accelerated progress and achievement
  • develop consistent, evidenced-based approaches to teaching and learning to meet the needs of all students
  • strengthen processes to increase regular student attendance.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within three months:

  • update the strategic goals to prioritise student progress and achievement
  • strengthen assessment practice and schoolwide consistency to support planning for accelerated learning
  • develop explicit teaching and learning expectations using evidenced-based approaches
  • use attendance data to identify and implement targeted strategies

Every six months:

  • review impact of strategic improvement initiatives on student progress and achievement
  • analyse assessment information to plan learning initiatives and interventions for responsive approaches to teaching, learning and accelerated achievement
  • review the impact of evidenced based, responsive teaching and learning using classroom observations, student voice and progress information
  • track and monitor mid-year and end of year attendance information; review and adjust targeted strategies

Annually:

  • track, analyse and report on achievement and progress information to the board to identify and plan priority actions 
  • evaluate the impact of evidenced-based teaching, including interventions for accelerated progress and achievement to plan next steps
  • analyse and report attendance patterns and trends to inform the ongoing planning for improving the regular attendance of students. 

Actions taken against these next steps are expected to result in:

  • improved progress and achievement for all learners through a consistent, evidenced-based school-wide approach to teaching and learning
  • achievement information and responsive teaching strategies used to engage learners and improve equitable and excellent outcomes
  • improved levels of attendance that meet or exceed the Government target for regular attendance.

Part D: Regulatory and Legislative Requirements

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

During this review the Board has attested to some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Recommendation to the Ministry of Education 

ERO recommends that the Secretary for Education consider intervention(s) listed in section 174 of the Education and Training Act 2020 in order to bring about the following improvements:

  • addressing attendance and achievement concerns
  • knowing about and using assessment information to make evidence-based decisions.

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 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

Sharon Kelly
Director of Schools (Acting)

15 April 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Naenae Intermediate - 29/11/2019

School Context

Naenae Intermediate is in Lower Hutt and delivers education for students in Years 7 and 8. It has a diverse range of cultures with 21 ethnic groups represented. At the time of this ERO review, the roll was 338 students of whom 33% identify as Māori, 23% as Pacific and 31% New Zealand European.

The school vision is ‘To empower all learners with the knowledge, skills and beliefs needed to be successful’. This vision informs all decision making at the school.

The school values, ‘AKO - Acting Respectfully, Valuing Knowledge, Organising Ourselves’, underpin students’ holistic development.

Naenae Intermediate’s current goals and targets for improvement in student outcomes are in:

  • achievement – raising achievement of identified Year 8 students in reading, writing and mathematics (school targets)
  • curriculum – empowering learners through authentic learning opportunities
  • environment – a positive, safe learning environment where wellbeing, diversity and cultural enrichment are promoted
  • partnership – creating and strengthening powerfully connected partnerships.

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

  • student progress and achievement in reading, writing and mathematics
  • student wellbeing and attendance
  • intent and the impact of initiatives on student outcomes.

Professional development in 2019 is focused on introducing Relationship Based Learning (RBL) and teacher coaching.

There have been several changes to staff since the 2016 ERO review, including the appointment of a deputy principal in 2017.

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 working towards achieving equitable and excellent outcomes for its students.

In 2018, a large majority of students achieved at or above the expected curriculum level in reading and mathematics, with a majority of students achieving at this level in writing. Achievement in Year 7 is generally higher than that in Year 8.

Some disparity exists for Māori students compared to NZ/European in writing and mathematics in Years 7 and 8 and for reading in Year 8. A similar disparity also exists in all three areas for Pacific students.

This pattern is similar to previous years.

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

Recently introduced teaching strategies and programmes are beginning to impact positively on the learning of Māori, Pacific and other students whose learning requires acceleration.

Refined processes show increased levels of acceleration are evident for many students, including Māori and Pacific, in reading, writing and mathematics in the year June 2018 to June 2019. This data also shows clear evidence of significant improvement in outcomes overall to this point. This is likely to result in a substantial improvement in overall achievement for 2019.

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 curriculum and its delivery have been reviewed and strengthened to make learning more meaningful for students. Local contexts are well used. A strong cultural focus that respects children’s individual cultural identities and builds on their strengths and successes has also been implemented. There is an increased emphasis on deepening understanding and knowledge of te ao Māori and integrating this and Pacific contexts into learning opportunities. This new approach provides a clear focus on students being able to lead their learning in settings that are future focused, cohesive and meaningful. School leaders are actively involved in planning coordinating and evaluating the curriculum and teaching.

Student success is valued and celebrated. Clear and consistent social expectations are in place that align to the school’s values. There is an appropriate focus on student wellbeing. Students with additional learning needs are well supported through a range of strategies and specialised personnel that provides opportunities to access a modified curriculum and to participate in ways that support their learning and inclusion.

The school continues to work to implement and refine effective practices and processes to address the equity of outcomes for all learners. This is reflected through their deliberate actions and strategic goals that focus on ongoing improvement. Groups of students who require their learning to be accelerated are clearly identified and appropriate targets set. Their progress is monitored and reported to inform progress towards school goals and targets Leaders are now using this data to determine the impact of teaching over time to better understand the value added.

There is an ongoing focus on supporting teachers to build capability and improve their practice. Opportunities are provided to grow staff teaching practice and leadership capacity. All staff have access to a range of whole school professional development which is linked to priorities for school improvement. A recent restructure of curriculum teams effectively supports teachers to innovate and trial new approaches within their classrooms. It enables teachers to share effective practice and contribute to each other’s professional learning. 

Leaders and trustees have a clear vision for ongoing improvement and have a strategic approach to change. They are collaborative and strongly guide and support the school’s new direction. They are focused on positive student outcomes and success including wellbeing and achievement. They provide holistic support and pastoral care that is deliberate and intentional. Leaders have created trusting relationships at all levels of the school and community.

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

Leaders and teachers are currently further developing tracking systems at class and leadership levels to strengthen the monitoring of the progress of at-risk learners and to show the impact of initiatives on their achievement.

The school’s documented curriculum is currently being refreshed to reflect the vision for learning and to sustain improvements to teaching practices. Completion of this, in consultation with families and the community, is an ongoing next step.

Leaders have reviewed and strengthened their appraisal processes through training leaders in impact coaching. A next step is to ensure the revised process is implemented as planned.

Leaders, trustees and teachers are reflective and seeking to understand the impact of initiatives on practice and student outcomes. They have begun to grow their understanding of evaluation and inquiry activities. They understand the importance of ensuring these actions are purposeful, systematic and coherent. Further development of inquiry and evaluation practices will support leaders to better measure the impact of initiatives and curriculum actions.

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 Naenae 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:

  • curriculum that effectively responds to students interests, strengths, cultural identities and promotes and inquiring approach to learning
  • professional learning that supports teachers to collaborate and share effective practice
  • improvement focused leadership that is reflective and seeks improve teaching and student outcomes.

Next steps

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

  • using improved tracking systems to strengthen the monitoring of at-risk learners
  • continued development of inquiry and evaluation practices to better measure the impact of initiatives on student outcomes
  • implementing the revised appraisal process to strengthen feedback to teachers
  • ongoing documentation of the schools refreshed curriculum to clarify expectations for teaching and learning.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

29 November 2019

About the school

LocationLower Hutt
Ministry of Education profile number2921
School typeIntermediate (Years 7 and 8)
School roll338
Gender compositionMale 52%, Female 48%
Ethnic compositionMāori 33% 
NZ European/Pākehā 31% 
Pacific 23% 
Asian 6%
Other Ethnicities 7%
Students with Ongoing Resourcing Funding (ORS)Yes
Provision of Māori medium educationNo
Review team on siteSeptember 2019
Date of this report29 November 2019
Most recent ERO report(s)Education Review June 2016 
Education Review March 2014