Remuera Intermediate

The same report — the board assurance report of 29 July 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

The board has identified the following areas of non-compliance during the board assurance process:

Staff members with physical restraint authorisation under sub-clause 1, must receive a written copy of the authorisation. [Rule 5, Education (Physical Restraint) Rules 2023]

The names and positions of any authorised staff members must be made available to the school community. [Rule 6, Education (Physical Restraint) Rules 2023]

The board has not yet addressed the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 887 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. May 2019

   909

   Counted while ERO’s review team was at the school. Education Review Office, report of 17 July 2019

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 29 July 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation 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.

Context

Remuera Intermediate is a large urban intermediate school located in central Auckland. It provides education for students in Years 7 and 8. The school’s stated core values are reliability, integrity, and service.

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.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Outcomes for students are increasingly equitable; disparity remains for some groups of learners.

The majority of students achieve at or above expected curriculum levels in reading, writing and mathematics by the end of Year 8.

Achieving equity for Pacific students in reading, writing and mathematics by the end of Year 8 remains a priority.

The majority of students attend school regularly; the school is working to meet the Ministry of Education targets for 2024, for all groups of learners.

Conditions to support learner success

Collaborative leadership across the school is increasingly focused on strengthening teacher capability to improve outcomes for learners.

Middle leadership roles and responsibilities have been clearly defined to better support aspects of student learning and the curriculum.

Leaders identify and respond to individual and collective professional learning needs to support ongoing improvement in teaching practice.

Shared accountability for student progress and achievement is promoted to bring about consistency in expected practice.

Aspects of curriculum implementation and teaching practices support positive outcomes for learners.

Students’ literacy and numeracy skill-building is carefully planned for and part of everyday practice in classroom lessons by teachers.

Relationships among students and with teachers are respectful and lead to settled classroom environments that are conducive to learning.

Students with additional needs, including English language learners, are well supported by a range of inclusive teaching strategies and targeted resourcing.

Schoolwide conditions focused on improving student outcomes are strengthening.

A regular programme of standardised assessment provides leaders and teachers with reliable data about student progress and achievement; using this data to be specific about addressing disparity is a next step.

A schoolwide culture of collaboration and inquiry is well established; teachers reflect on their practice and are beginning to consider the impact on learning and student outcomes.

Increasing the integration of te ao Māori in the curriculum and building partnerships with the school’s Māori community are areas for improvement.

Part B: Where to next?

The agreed next steps for the school are to:

improve Pacific student achievement in reading, writing and mathematics

increase the rates of regular attendance for all learners and particularly for Māori and Pacific learners

strengthen the integration of te ao Māori in the school’s local curriculum so all learners know more about Aotearoa New Zealand

continue building teachers’ capability to evaluate the impact of their practice and adapt their strategies to respond to the learning needs of their students, in particular those students whose progress needs to be accelerated.

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

Within six months:

explicitly plan and take deliberate actions for the increased attendance of Māori and Pacific students

plan and implement targeted actions to improve achievement outcomes for Pacific students.

Every six months:

monitor attendance and achievement data for all students and adjust improvement planning and actions as required to support equity for Māori and Pacific learners.

know the extent to which teachers integrate te ao Māori into their planning and curriculum implementation

monitor how effectively teachers’ evaluative inquiries strengthen classroom practice, particularly in relation to improving outcomes for priority learners.

Annually:

report on the annual and over time progress and equitable achievement for all groups of learners

evaluate the impact of teaching programmes and practices and pastoral care interventions on improving student achievement, attendance and reducing disparity

use internal evaluation findings to plan for further improvement in processes and practices that support increased student achievement and attendance.

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

improved attendance for Māori and Pacific students

improved achievement outcomes for Pacific students; their languages, cultures and identities acknowledged

a curriculum that is increasingly reflective of Māori students’ language, culture, and identity

teaching practice that is increasingly responsive to the full range of students’ learning needs and interests.

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

29 July 2024

About the School

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

Read this report on ero.govt.nz →