112 Tipahi Street , Nelson
View on mapTēnā 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.
Nelson Intermediate - Te Kura Tūwaenga o Whakatū is situated in Nelson and provides Māori and English medium education for students in Years 7 and 8. They focus on Year 7 and 8 students developing the skills they need to be successful, resilient learners who can make the most of their opportunities.
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.
The following findings are to inform the school’s future priorities for improvement.
| Most students are engaged, make good progress and achieve well. |
| Collaborative leadership meaningfully consults with whānau and the school community to prioritise ongoing improvement. |
| Teaching is increasingly responsive to the diverse needs of learners. |
| Well established key organisational conditions prioritise student wellbeing, progress and learning. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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
3 October 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of April 2024, the Nelson Intermediate Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Nelson 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
3 October 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there were 4 international students attending the school, and no exchange students.
The school has effective systems in place to review the provision of care for international students. Students are supported to make connections with their peers and the community they live in. Strong pastoral care systems support the wellbeing of students and families.
Shelley Booysen
Director of Schools
3 October 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Nelson Intermediate School has a roll of 445 children. This includes 77 Māori children and a smaller number of Pacific children. In 2017 the school had a marked increase in its roll. The school has welcomed a number of children from other cultures. The school is a member of the Nelson City Kāhui Ako |Community of Learning.
Since the last ERO evaluation in 2014, there have been several changes to staffing including the appointment of a new deputy principal.
Senior leaders and teachers have participated in the Ministry of Education’s Accelerating Learning in Mathematics, Accelerating Literacy Learning and Positive Behaviour for Learning programmes. These initiatives support leaders and teachers in building their capability in culturally responsive teaching and learning practices, and maintaining their focus on children’s wellbeing.
The school has effective practices to enable the achievement of equity and excellence. However, the school needs to make better use of these practices to ensure they continue to respond well to those Māori and other children whose learning and achievement need acceleration.
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and other learners remains.
Leaders and teachers:
The school agrees to:
ERO will provide feedback and resources to support the development of more targeted planning.
ERO is likely to carry out the next review in three years.
The school is not responding well to those Māori and other children whose learning and achievement needs acceleration.
Approximately 70% of children who enter Nelson Intermediate achieve at or above National Standards in reading, writing and mathematics. The remaining 30% do not. In-school disparity in achievement is evident for boys, Maori and Pacific children. This is recognised by senior leaders and teachers. For example, 55% of Maori children and 80 % of Pākehā children achieved National Standards in mathematics in 2016. There is a similar pattern of disparity in achievement in reading and writing. If unaddressed, this achievement gap is likely to impact on children’s learning pathways in this school and beyond.
The school has the capability to accelerate the learning of these children. The board and school leaders have implemented strategies which have been effective in the past. These need to be re-established and sustained. New programmes to accelerate achievement have been introduced this year, but these have not yet been evaluated.
The teaching team structure has also changed in 2017 to re-establish and better support practices to improve outcomes for children. It is too soon for ERO to evaluate the impact of these changes on children’s progress and achievement.
Children with additional special learning needs participate in authentic learning opportunities that provide appropriate levels of challenge. School information shows that many of these children make significant progress against their personal learning goals.
School information shows that the achievement levels for children learning in Te Pitau Whakarei (Māori medium class) have improved over time. School leaders continue to focus on raising achievement for these learners.
School leaders have improved assessment and moderation procedures to better assist teachers in making reliable judgements about children’s achievement. To ensure a consistent approach across the school, further work is required to develop a shared understanding of these procedures by school leaders and all teachers.
The school has some processes in place to enable the achievement of equity and excellence for all children.
The board has a vision and strategic focus on learning success and engagement to learn. The board and school leaders have pursued equity and excellence through setting purposeful targets. These targets give leaders and teachers some direction in relation to the board’s strategic goals for teaching and learning.
Children’s engagement in learning is a board priority. The board recognises the importance of attendance for children to progress their learning and achieve outcomes valued by the school. The school has effective practices that have raised and sustained very high attendance rates over recent years.
In recent years, school leaders and teachers have worked collaboratively to raise for groups of priority learners. The school has built professional capability to assist teachers to accelerate learning. Professional development opportunities for teachers have been well supported. This has led to acceleration for some children over the past three years. However, some effective practices introduced over this time have not been sustained.
A culturally responsive curriculum supports and promotes Māori children’s opportunities to learn across all learning areas. This contributes to building children’s confidence in their identity, and knowledge of their language and culture. Te Pitau Whakarei (Māori medium class) is increasingly enabling Māori children to achieve educational success.
The board, leaders and teachers value the diverse cultural backgrounds of children and the positive impact their culture has on the school’s community. Children with English as a second language are well supported to access learning. The English language learners’ programme is effective in ensuring these children have opportunities to learn, and contributes to high levels of engagement for these children across all English medium classes.
The school has effective practices to support equity and excellence. The school needs to develop and use these effective practices more consistently, in order to raise the achievement of all children, and ensure the learning needs of all children are met.
The board and school leaders acknowledge the need to develop systems to ensure the sustainability of effective practice for teaching and learning. These include:
The school needs to strengthen internal evaluation to enable the board and school leaders to measure how well the school is achieving its valued outcomes for children. Strengthened internal evaluation will enable school leaders to make better use of achievement information to monitor and evaluate teaching and learning in this school.
The board’s strategic vision for student achievement is clear and now needs to be supported by greater specificity as to how the board’s strategic priorities will be addressed. Robust annual planning to meet priorities, targets and regular reporting based on analysis of trends, patterns and progress will allow trustees to better scrutinise school effectiveness and to make informed decisions to improve outcomes for all learners.
To achieve greater equity of outcomes, trustees and school leaders must maintain a relentless focus on accelerating the progress of children at risk of underachievement. Teachers and leaders performance appraisal goals need to clearly link to the school’s strategic goals and priorities, promoting the shared expectations of accelerating progress and raising achievement.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
To improve current practice, the board of trustees need to be assured:
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 good processes in place to ensure student wellbeing. International students have high levels of involvement and integration into the school community.
The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.
Leaders and teachers:
The school agrees to:
ERO will provide feedback and resources to support the development of more targeted planning.
ERO is likely to carry out the next review in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
27 October 2017
| Location | Nelson |
| Ministry of Education profile number | 3210 |
| School type | Intermediate (Years 7 & 8) |
| School roll | 445 |
| Gender composition | Boys: 55% Girls: 45% |
| Ethnic composition | Māori: 17% Pākehā: 60% Pacific: 3% Asian 10% Other: 10% |
| Provision of Māori medium education | Yes |
| Number of Māori medium classes | 1 |
| Total number of students in Māori medium (MME) | 18 |
| Total number of students in Māori language in English medium (MLE) | 0 |
| Number of students in Level 2 MME | 18 |
| Review team on site | August 2017 |
| Date of this report | 27 October 2017 |
| Most recent ERO reports | January 2014 October 2010 October 2007 |