Review Focus 31/11/2009
Student Achievement Overall
ERO's education reviews focus on student achievement. What follows is a statement about what the school knows about student achievement overall.
The 2006 ERO report noted that school achievement data showed that a large percentage of students at the school were not performing as well in literacy and numeracy as other students of the same age across the country. ERO recommended that the board, together with the principal and staff, make it a priority to improve teaching practice in order to raise students' academic achievement. ERO further recommended that achievement information be critically analysed and used in association with formative assessment practices to inform teaching and learning.
Senior managers and curriculum leaders now analyse and review achievement information across all curriculum areas. Achievement information gathered by the school is reported to the board and is used to inform strategic planning.
The school is tracking student progress closely and expects to meet its 2009 student achievement targets of improving the achievement of 90% of students by two sub levels in literacy and mathematics. There has been some movement towards these targets, as most students are moving up one sub level within the first six months. However, the majority of students achieve below national age-related expectations in literacy and numeracy.
The school recognises the value of achievement in sporting, cultural and citizenship activities. Success is celebrated in newsletters and at school assemblies and cups and trophies are prominently displayed. Students aspire to achieve honours badges awarded to those who display excellence in all facets of school life.
School Specific Priorities
Before the review, the board of Otahuhu Intermediate was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the school to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the board of trustees. This discussion focused on existing information held by the school (including student achievement and self‑review information) and the extent to which potential issues for review contributed to the achievement of the students at Otahuhu Intermediate.
ERO and the board have agreed on the following focus areas for the review:
· the quality of teaching and learning with a focus on writing.
ERO's findings in these areas are set out below.
The quality of teaching and learning with a focus on writing
Background
The 2006 ERO report recommended that senior managers continue to support teachers to use analysed student achievement information to improve their teaching practice. ERO also recommended the development of differentiated learning programmes and the use of formative assessment practices to improve student achievement. Since the last ERO review, a new principal has been appointed and has developed a renewed focus on building a professional learning culture. Emphasis is placed on the use of student achievement information to guide classroom planning and programme delivery.
The school participated in Ministry of Education literacy - written language professional development contract in 2007 and 2008. This contract focused on developing better quality learning programmes in written language, and emphasised the need for teachers to critically analyse student data and to plan for the specific learning needs of individuals and groups of students within the classroom. The board asked ERO to evaluate how well teachers had embedded these new initiatives in their classroom practice.
Student progress and achievement
School information about student achievement in writing in 2008 indicated that a considerable number of students were achieving below national age-related expectations. For 2009, the school set achievement targets for all students to move up at least two sub-levels in the Assessment Tools for Teaching and Learning (asTTle) assessments in writing. The school's data on achievement in writing in 2009 show that students are making significant progress towards achieving these targets, although their overall achievement in writing remains below national expectations for their age.
Areas of good performance
Professional leadership. The principal provides strong, focused instructional leadership with an emphasis on building teachers' professional and leadership skills. Leadership opportunities are shared throughout the school. Teachers speak positively of the ways in which the principal encourages a good school tone, promotes professional learning, and provides opportunities for dialogue that contributes to their professional growth. This good leadership helps to build a collaborative environment for teaching and learning.
A community focused on learning. The senior management team is strengthening the school's identity as a community focused on learning by building consultative, professional relationships with staff, students, parents and whānau. The school's approach to targeted professional development and discussion with the community has led to a better understanding of students' social and academic learning needs. This developing school and community partnership is helping to build to a shared school vision.
Distributed leadership. Since the last ERO review, the senior management team has been reorganised to give members more equitable responsibilities for the oversight of curriculum and pastoral care. A four syndicate approach was introduced in 2008 to target learning areas in literacy, numeracy, information and communication technologies (ICT) and inquiry-based learning, to reflect the strategic direction of the school. The school's curriculum leaders contribute to curriculum development and review, and facilitate professional discussion. This active participation of staff has led to a more positive learning environment in which staff share their knowledge and lead specialist curriculum areas.
Examples of effective teaching. In a few classrooms, effective teaching is characterised by:
· students working collaboratively in groups, sharing ideas;
· students using computers confidently to develop skills in research and presentation of their learning pathways in e-portfolios;
· students being engaged in learning and encouraged to learn independently;
· teachers using learning intentions to focus learning;
· teachers using assessment data to group students;
· oral feedback to support students' learning; and
· friendly and encouraging interactions between students and teachers.
These good practices provide a model for improving the quality of teaching across the school.
Areas for improvement
Formative assessment practices. An increased emphasis on formative teaching and learning processes would support the development of students' self-managing and independent learning skills. Teachers should give consideration to:
· developing indicators of success collaboratively with students and linking these to the expected learning outcomes;
· using individual and group conferencing to build on what students already know about their own writing;
· displaying the stages of the writing programme so that students can see how their learning journey is progressing;
· giving students more specific comments on the areas in which they have achieved and documenting their next steps for learning; and
· concluding lessons by discussing with students the extent to which they have succeeded in meeting success indicators.
Greater use of these strategies should enable teachers to form stronger learning partnerships with students to help them to become independent, life-long learners.
Developing and improving writing programmes. The quality of teaching and writing programmes varies. The challenge for the senior management team is to ensure that the use of good teaching strategies is embedded in consistent practice across the school. The senior management team should encourage teachers to:
· use students' achievement, knowledge and skills to plan effectively and to inform classroom programmes;
· provide authentic learning opportunities that relate to students' cultural backgrounds and life experiences;
· increase the use of differentiated planning to support the diverse needs and strengths of students;
· shift the focus from whole class teaching to a more inclusive individual and group approach; and
· develop more robust internal evaluation of writing programmes, with greater emphasis on teachers formal reflecting on their programmes and receiving feedback from students.
Learning environments. Classroom and school learning environments need to be improved to:
· reflect and celebrate students' learning in meaningful contexts that show students the value that teachers' place on their work;
· provide students with access to good quality learning resources, including library books that reflect students' cultural backgrounds;
· display exemplars to help students to identify their own progress and the next steps to improve their writing; and
· demonstrate student and teacher respect and care for the classroom environment.
Quality assurance and self review.
Quality assurance systems do not ensure that the school's own expectations for quality teaching and learning are met. While curriculum guidelines and expectations of teachers have been developed, guidelines are not always implemented and expectations are not always met. Senior managers need to ensure teachers' planning, classroom practice and students' work meets the school's expected standards of teaching and learning. Senior managers should establish stronger systems for self review that focus on improvement and should promote the ongoing development of the school.
Areas of National Interest
A wide range of initiatives is in place to help support the emotional and physical wellbeing of students. Students continue to achieve well in performing arts, and in cultural and sporting activities. They report that they enjoy coming to school and feel successful and motivated to learn. Students strive to achieve the honours awarded to those who consistently demonstrate good citizenship. Students strive to achieve the honours badges which are awarded to those who display excellence in all facets of school life.
The 2006 ERO report noted that, in numeracy and literacy, a large percentage of students was not meeting national age-related expectations. Senior managers have been proactive in ensuring that collated school-wide achievement data are collated and analysed by curriculum leaders and discussed at staff meetings. The school is tracking student progress closely and expects to meet its 2009 targets for improving student achievement in literacy and mathematics. Most students have shown improvement related to these targets, and school-wide data shows that the school is at or above national norms in these learning areas. The principal and senior managers are aware that students' achievement levels are below national expectations for their age.
The quality of teaching in the school is variable. Teachers have regular opportunities for professional development that reflects current approaches to teaching and learning. However, senior managers now need to develop robust quality assurance processes to help ensure that effective teaching practices learnt from professional development are sustained. Better monitoring of the quality of teaching should help to ensure that high quality teaching practices are used consistently across the school.
The board, principal, senior managers and staff are increasing levels of engagement with the school community and are strengthening the school's role as a community focused on learning. Teachers are responsive to parents' aspirations for their children's future.
The board, principal, senior managers and staff are committed to helping students to achieve educational success and strive for excellence. In order to further progress this work, ERO and the board agree that senior managers should continue to encourage teachers to use formative assessment practices and should improve quality assurance practices across the school.
Future Action
ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.
Senior managers continue to collect information about the achievement of Māori in all curriculum areas. Māori students continue to be engaged in the learning process and participate in the wide range of experiences available to them.
The school continues to have Māori representatives at board and staff levels. These representatives can liaise with individual families to support the achievement levels of Māori students.
Areas of progress
Promoting bicultural awareness. The school provides opportunities for all students to learn about New Zealand's dual heritage. After the school's bilingual unit closed in 2007, teachers developed a Māori curriculum document that provides a framework and resources for schoolwide programmes in te reo and tikanga Māori. Assessment frameworks with achievement indicators are used for assessment of students' knowledge of te reo Māori, and of the Treaty of Waitangi programme. These opportunities contribute to all students' knowledge of tikanga Māori and celebrate the bicultural backgrounds of Māori students.
Areas for further improvement
Learning contexts. Teachers should plan learning contexts that build on and value students' prior knowledge and experiences so that their learning is more meaningful.
Consultation. The board, through the principal and staff, has had varying success in consulting with and reporting to the school's Māori community on the achievement of Māori students. Strengthening the consultation and reporting process would help the school to ensure that the aspirations of Māori students and their parents are met. The Ministry of Education's Māori Education Strategy, Ka Hikitia: Managing for Success, provides useful ideas that should assist the board in developing consultation processes.
The Achievement of Pacific Students:
In this review ERO evaluated the progress the school has made since the last review in improving the achievement of its Pacific students and in initiatives designed to promote improved achievement. Approximately 60% of students at Otahuhu Intermediate identify as Pacific, with the majority being Samoan and Tongan.
Background
Senior managers collect information about the achievement of Pacific students in all curriculum areas. Pacific students are involved in the wide range of cultural, sporting and leadership opportunities available at the school.
The school has good connections with its Pacific community. Pacific representatives at board and staff levels liaise with individual families and support the school to raise the achievement levels of Pacific students.
Areas of good performance
Extending learning partnerships. In 2009, the school held a hui at which parents from the school community were invited to talk about what they value in education and to identify their expectations of the school. Representatives from different ethnic groups led discussions in their own language. This hui provided an opportunity for the school to acknowledge the significance of each culture and to identify parents' aspirations for their children's future.
Reflecting Pacific communities. Pacific representation on the board and staff reflects the school and wider community. The school has enhanced its support from Pacific families and the wider Pacific community through the Pasifika School Community Parent Liaison Project (PSCPL) and other initiatives. Students' access to membership of cultural groups helps to provide them with a sense of identity and belonging, which could now be strengthened by greater displays of Pacific taonga and the use of Pacific signage in the school environment.
Areas for improvement
Recognising the significance of cultural backgrounds. Staff continue to build their understanding of the impact of Pacific cultures on students' world views, practices and values. Pacific cultural contexts should be more evident in teaching, learning and in the school environment. Staff need to be more responsive to students' backgrounds and to their first language capabilities, in the realisation that this recognition will contribute to the students' current and future success.
Preparing to Give Effect to the New Zealand Curriculum
Schools are currently working towards implementing The New Zealand Curriculum by February 2010. During this review ERO investigated the progress Otahuhu School is making towards giving full effect to the curriculum as part of its planning, organisation and teaching practice.
ERO found that school leaders and teachers at Otahuhu School are beginning to give effect to The New Zealand Curriculum in their planning organisation and teaching.
Including Students with High Needs
During this review ERO investigated the extent to which the board and school leaders of Otahuhu Intermediate provide an inclusive education for students with high needs. This included collecting evidence about the school's policies, processes and practices to support the enrolment and induction of students with high needs and to support their participation and achievement at school. The information collected during this review will contribute to information that will be reported in a national education evaluation report.
Prior to a review, a board of trustees and principal attest in the Board Assurance Statement that they have taken all reasonable steps to meet their legal requirements including those detailed in Ministry of Education circulars and other documents.
The board of Otahuhu Intermediate was asked to attest to whether it had 'ensured that teachers of students with disabilities, and other contact staff, have a sound understanding of the learning needs of students with disabilities and, where necessary, have put in place support systems centred on each individual with disabilities.' The board was also asked to attest that 'policies and procedures that relate to students who have special education needs are implemented without discrimination'.
ERO's findings confirm these attestations.