Remuera Intermediate

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

• 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

• 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.

• 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.

• 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