ERO Report

Masterton Intermediate's last Education Review Office visit was in December 2008. Here is the letter to the local community from ERO following that visit.  A copy of the full report can be found here.

 
15 December 2008
 
To the Parents and Community of Masterton Intermediate School
 
These are the findings of the Education Review Office’s latest report on Masterton Intermediate School.
 
Masterton Intermediate School is the only state intermediate school in the Wairarapa region and caters for students in years 7 and 8. Classrooms, including specialist rooms, have all recently been refurbished. The upgrade of the school library is seen as an important component in the development of literacy. It supports the long-term professional development in which staff have been involved. The library is well used and appreciated by students. The exterior of the buildings and the grounds are well maintained and presented. There is a variety of play and discovery areas with such features as an extensive astroturf area, a farm, wetland areas and expansive fields.
 
The school requested and ERO agreed to evaluate the quality of teaching and learning in mathematics. Professional development has focused on reading and writing for a number of years and now attention is shifting to mathematics. As this is in the early stages of planning, the principal and mathematics curriculum leader want to use the findings of this review as part of their forward planning.
 
Students are friendly and proud of their school. They feel safe and demonstrate confidence in themselves and the staff. They appreciate the extensive range of opportunities available to them, for example, beekeeping, boys’ writers camp, digital photography, girls’ self defence, Japanese exchange, wearable art, fun with mathematics and a variety of musical and cultural activities. Physical education is strongly emphasised through numerous sporting opportunities. Many of these activities are specifically tailored to meet the needs of emerging adolescence and provide extension and support. The option, sporting and enrichment programmes are key contributors to students’ enjoyment and engagement at school. There is an holistic and inclusive approach to education at Masterton Intermediate.
 
The principal is long serving and well respected by the community, staff and students. He has led the school through a series of positive ERO reviews and has effectively supported staff and community through a number of changes and periods of uncertainty. Staff respond positively to his professional leadership and steady approach. The senior management team works well together.
 
A strong syndicate structure is evident. Teachers understand the value of developing positive relationships with students. They are supportive of students learning and welfare and contribute to the opportunities and extra curricular activities provided. Provisionally registered teachers are well supported by a detailed programme of advice and guidance. The school makes good use of the resource teacher: learning and behaviour and social worker in schools who are situated on site. They are considered an integral part of the school support team.
 
The board takes its responsibilities as a good employer seriously and shows support and care for staff. It works with the principal to provide appropriate resources and learning opportunities for students. There are several new trustees on the board who are undertaking training about their governance role.
 
Māori culture is recognised and celebrated. The kapa haka group is considered a cornerstone of the school culture and regularly demonstrates a high level of skill at school-based and community events. It is well led by the first deputy principal who engenders a strong sense of belonging and pride among students. There is a school‑wide te reo Māori programme and options that allow students to pursue their interests in te reo and tīkanga Māori.
 
The principal and trustees are fund holders and manage staff for the Ohorere Student Education and Transition Programme. This programme caters for years 5 to 8 students who are at risk of disengagement or exclusion from schools within the Masterton community. It promotes an holistic approach to education and care and is proving highly successful in achieving Ohorere’s aims. The success of its programmes is in increasing student attendance, raising academic achievement, increasing positive behaviours and assisting students back into mainstream schooling.
 
As well as evaluating the quality of teaching and learning in mathematics, this review investigates Māori student achievement, preparations to implement The New Zealand Curriculum in 2010, and the board’s compliance with requirements, especially for physical and emotional safety.
 
The quality of teaching practices observed by ERO, in mathematics, is variable. Recommendations from this ERO review will inform the school’s professional development programme for mathematics and ongoing school improvement. Specific focus should include teachers’ use of a range of effective teaching strategies in mathematics and developing a shared understanding of what quality mathematics teaching looks like. An emphasis on improving teaching practice is likely to improve student achievement and engagement. Current school-wide assessment practices and analysis of achievement data in mathematics make it difficult for the school to evaluate the effectiveness of its programme provision.
 
ERO also identified the need for the board to develop and implement effective and robust self-review systems, as current practices do not evaluate programme effectiveness against appropriate criteria to measure quality and inform future planning.
 
In discussions to conclude the on-site phase of the review, the board, principal and senior managers responded favourably to the findings identified in this report. They have developed recommendations to support continued school improvement. 
 
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 is likely to review the school again as part of the regular review cycle.
 
Review Coverage
 
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
 
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
 
 
SIGNED
 
Lennane Kent
 
Area Manager
 
for Chief Review Officer