Developing a Passion for Learning • Building Independence • Celebrating Diversity • Embracing Challenge
This supplementary review evaluates the quality of education received by students and the performance of the Board of Trustees in relation to specific terms of reference.
The Education Review Office [ERO] evaluation of Christchurch South Intermediate follows.
ERO assisted the board in developing an action plan.
The board has made significant progress in addressing the areas identified in the March 2006 Education Review.
Senior managers have reviewed curriculum management structures and procedures. Teams, inclusive of all teachers, now drive curriculum and assessment development. The principal and staff have begun to review the learning areas of the New Zealand Curriculum. The school teaches the curriculum through homeroom, semi-specialist and specialist subject teaching and is exploring the use of inquiry-learning models in all of these areas. Teachers have participated in professional development in assessment and teaching strategies. Teachers are now using a greater range of strategies to meet student needs. Students are now more positive about their learning experiences and more fully engaged.
The staff have developed new curriculum and assessment guidelines in literacy. These developments now need to be extended to other curriculum areas. Most curriculum documents and assessments focus on levels three and four of the New Zealand Curriculum. The principal and teachers need to provide programmes that meet the wide range of student ability in the school.
In 2006 ERO was unclear how teachers were using assessment information or how well the board and parents were being informed about student achievement. The board now receives, and gives priority to, information about student achievement. Portfolios complement the school reports with a range of information on students’ achievement and progress. While the school reports have yet to show parents their child’s progress and achievement against the levels of the New Zealand Curriculum, the portfolios provide this information for numeracy and literacy.
The principal and teachers have made good progress in establishing a Māori language programme. Students study te reo Māori as part of the specialist language programme. Despite the significant professional development for teachers in te reo Māori, ERO did not observe the language being used in all classrooms.
The new technology block has been completed to a high standard. The school has reviewed its information technology resources and use. The board has released a teacher to oversee and monitor students’ access to information technology.
Not all teachers are consulting with the students about what they would like to learn, their interests or their previous learning. These practices should be included in all teachers’ planning and evaluation
The board, principal and staff actively promote links with the parent community. Parents participate in their children’s learning. They are invited to give feedback on their child’s portfolios, are surveyed on aspects of the school’s procedures and attend regular meetings at the school. The board has consulted with the school community and has developed a comprehensive strategic and annual plan. Student achievement targets are based on analysed assessment information and reported on throughout the year. The board has consulted with its parent whānau group about issues that affect Māori students.
The board and principal have revised, developed and implemented procedures to address the health and safety and compliance issues identified in the 2006 ERO review. The board has restructured its organisation and formed assurance and appraisal committees to monitor health and safety, self review, the principal’s appraisal and the board’s performance. This has strengthened the board’s ability to govern effectively
Future Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.
ERO will review the school again as part of the regular review cycle.
When ERO has reviewed a school we encourage boards to inform their community of any follow-up action they plan to do. You
should talk to the board or principal if you have any questions about
this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz
Isabell Sinclair Irwin signed
Area Manager
for Chief Review Officer