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About the School

Location

Manurewa, Auckland
 

School type

Intermediate (Years 7 and 8)
 

Decile rating: 1
 

Number of teachers
37.4
3
43
 

School roll 712
 

Gender composition

Boys 51%
Girls 49%
 

Ethnic composition

New Zealand Māori 41%,

Samoan 19%,
Other 12%,
Tongan 8%,

Cook Island Māori 8%,
New Zealand European/Pākehā 7%,

Other Pacific 5%
 

Review team on site December 2009
Date of this report 26 February 2010
 

The Education Review Office (ero) Evaluation
Manurewa Intermediate School is a large, multicultural school catering for students in Years 7
and 8. This Education Review considers issues raised in the ERO Supplementary Review
Report February 2009. These issues were about governance relating to aspects of
compliance, ownership of school vision and student engagement in learning. ERO has found
that changes implemented, support provided and leadership by an inspirational principal and
Limited Statutory Manager Personnel (LSM) have led to significant improvements and
profound developments to school practices since February 2009.

To assist the school in addressing these matters the board had received ongoing support
from the LSM appointed by the Secretary for Education in March 2008. At the time of the last
ERO review, a new principal had been appointed and taken office. At the time of this review,
in December 2009, there was a recommendation to the Secretary for Education that the LSM
position be revoked.

The principal provides transformational leadership, and with the support of his management
team and trustees, places a strong emphasis on encouraging success for students and
teachers at all levels of the school. The board of trustees understanding of its key roles and
responsibilities has been strengthened through ongoing guidance and support from the
principal and LSM. There is now a strong sense of purpose and direction in this school,
focused on engaging students in learning and raising levels of achievement.

Teachers have worked extremely hard to ensure that classroom practices across the school
have significantly improved levels of student engagement. Substantial changes have been
made to school practices and activities to encourage higher levels of student engagement.
School-wide data shows that some students have made significant progress in their learning.
The learning environment has dramatically improved. These ongoing developments are
contributing to a safe physical and emotional learning environment for staff and students,
which is promoting a strong sense of pride and belonging. Learning is focused on meeting the
diverse needs of students.

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.
 

Findings
Progress Towards Ownership of School's Vision
 

Background
The previous ERO report identified the need for the principal and his newly appointed
management team to share and encourage staff, students, and community to take ownership
of the school's vision for providing quality education. As a result, this shared understanding
and ownership by all participants is intended to ensure that future developments are
embedded and sustained.
 

Area of progress
There is now a strong sense of purpose and direction in this school, which is focused on
engaging students in learning and raising levels of achievement. Key strategies contributing to
the success to date have been:
· the principal's transformational and educational leadership to bring about the urgent
changes required to improve learning outcomes for students in the school;
· the complementary skills and knowledge of management staff in implementing the
vision of providing quality education;
· shared ownership of the vision by students, staff, trustees and parents;
· detailed development of organisational systems and practices to support reflection and
self review; and
· establishment of high expectations for learning and teaching that are well known and
understood.
 

Governance and Management
 

Background
The ERO report of February 2009 noted that further support and training for the board of
trustees to fully understand their governance roles was required. In addition, there were six
areas of compliance that they needed to action in order to ensure that school management
and governance was meeting its legislative obligations, including removal of significant health
and safety risks to students and staff.
 

Areas of progress
Board responsibilities: There has been considerable and significant development by the board
to improve all areas of concern from the last report. The board of trustees' understanding of its
key roles and responsibilities has strengthened through the ongoing guidance and support
from the principal and Limited Statutory Manager Personnel (LSM). As a result, effective
systems and practices are now in place for consultation with Māori, health and safety issues
removed or minimised, appraisal of staff completed and ongoing self-review practices
undertaken, evaluated and reported.
 

Learning environment:

 The principal, with the support of trustees and staff, has dramatically
improved the school environment for staff and students. Significant developments include:
· improvements to classroom environments;
· the establishment of a functional learning support centre;
· a well-presented, welcoming and attractive school campus;
· ongoing planned refurbishment of classrooms, offices and the technology block; and
· fully addressing the previous health and safety issues.
 

These ongoing developments are now contributing to a safe physical and emotional learning
environment for staff and students, which is promoting a strong sense of pride and belonging
across the school.

Student Engagement
 

Background
The last report noted significant issues in the way students were not engaged regularly in
learning activities. Areas of concern included the variability of classroom planning and
assessment, and the lack of strategies implemented by teachers to promote and encourage
students to engage in learning. Furthermore, the appraisal of staff was still to be addressed.
The levels of achievement of many students were still low. At that time, the recently appointed
principal had identified these issues and had made addressing them a priority.
 

Areas of progress
Teaching practice: Teaching practice has improved significantly and student
engagement appreciably. Key elements have been:
· the high quality professional learning, reflection and monitoring opportunities for
teacher development;
· the positive and respectful relationships created among teachers and students;
· improved use of assessment information to plan to meet the needs of students;
· the implementation of an effective appraisal system that is affirming and enhancing
teacher performance; and
· teachers taking greater responsibility for student engagement and achievement.
 

Student engagement:

Substantial changes have been made to school practices and activities
to encourage higher levels of student engagement. These changes have resulted in:
· major improvements in student behaviour, attitudes, wellbeing and safety;
· increasing student ownership and responsibility for their behaviour and learning;
· the introduction and implementation of a wide range of learning programmes, initiatives and
student leadership opportunities to cater for the diverse needs and interests of students; and
· the strengthening of multicultural perspectives, and in particular the affirmation of Māori
cultural values.

Areas for further development
 

Raising the achievement of Pacific students: The school has identified the need to raise the
levels of achievement for, and attendance of, Pacific students. Continued refinement of the
interpretation and evaluation of achievement data and information is likely to assist the school
in further meeting the needs of these students.
 

Instructional strategies: Management and teachers have significantly improved aspects of
teaching practice. The next step is to embed the consistent use of effective instructional
strategies across all classrooms to further raise levels of student engagement and
achievement.
 

Any Other Matters
There were no other issues that arose while ERO was on site.
 

Recommendations
ERO and the board of trustees have developed the following recommendations that:
4.1 to further embed the progress the school has made, management continue to work with
teachers to increase the use of effective instructional strategies to raise student engagement
and achievement; and
4.2 school leadership identify and implement specific strategies to raise Pacific student
achievement.
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.
 

Dr Graham Stoop
Chief Review Officer
26 February 2010
 

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