Review 16 November 2021
LatestFindings
Longford Intermediate School has made sufficient progress in relation to the key next steps identified in ERO’s November 2019 report. The school will transition into ERO’s Evaluation for Improvement approach.
Background and Context
What is the background and context for this school’s review?
Longford Intermediate, located in Gore, provides education for 190 Year 7 and 8 students in Eastern Southland. Almost a quarter of students identify as Māori. The school received support from a Ministry of Education Student Achievement Function Practitioner throughout 2020 and 2021.
The school’s mission is to ensure an inclusive community for all its students. Its vision is for Longford learners to be responsible, respectful and safe. The school values are: Perseverance; Resilience; Integrity; Diversity; Excellence (PRIDE). The strategic priorities are:
- Wellbeing- to have resilient students who participate, feel valued and heard, and are involved in school culture
- Transitions- to build strong, positive relationships within the school community and have students who are positive, self-assured, confident and future-focused
- Purposeful- to have purposeful, transparent and inclusive leaders who promote people-based, social cultural awareness, and learning and teaching that is meaningful and authentic
- Success- to provide problem-solving opportunities and innovations and recognise and celebrate academic and other achievements with a collective sense of PRIDE.
Review and Development
How effectively is the school addressing its areas for review and development?
Priorities identified for review and development
The November 2019 ERO report identified that improvements were required in monitoring progress and achievement, internal evaluation, curriculum including te reo and te ao Māori, and strategic and annual planning to prioritise equity and excellence outcomes. ERO also identified areas of non-compliance.
Progress
Systems and processes that identify, monitor, support and report on the progress and achievement of all students have been progressively strengthened. Leaders and teachers articulate high expectations for all learners to succeed. They have consolidated their collaborative work and capability to make sense of and use achievement information and data to improve learner engagement, agency and outcomes. Effective use of online communication platforms is enhancing opportunities for families/whānau to be more informed and involved in their children’s learning. Leaders and teachers effectively manage information and data that supports successful student transitions in, through and beyond the school.
Leaders successfully distribute leadership capability. This is strengthening schoolwide inquiry, internal evaluation and self-review. Trustees are using internal evaluation to better understand school progress towards annual targets and to prioritise resourcing support. The principal’s reports to the board provide a range of quality data and information. Leaders have introduced cyclic curriculum reporting to the board along with impact reports that use an agreed framework to measure the effectiveness of key interventions to improve outcomes for students.
Curriculum design and enactment, including input from parents/whānau and students, are progressing. Key beliefs that underpin teaching and learning have been clarified and core curriculum expectations for progress in relation to the New Zealand Curriculum implemented. Curriculum innovation, including the Specialist Curriculum Focus (SCaF) initiative that utilises teachers’ strengths and interests, is providing a wider range of learning opportunities for students.
The curriculum is inclusive and more culturally responsive. Plans are in action for the annual consultation of the school’s Māori whānau/community in relation to the progress and achievement of Māori students. All students now have access to learning a second language. A learning area statement for languages, including te reo Māori, has been developed.
A feature of the curriculum is the effective use and integration of community organisations and resources that enhance learning opportunities for students. A learning area statement has been developed for careers education that aligns with the New Zealand Curriculum key competencies. The provision of regular careers expositions offers all students access to careers information.
Leaders and teachers have prioritised and actioned the need to build schoolwide cultural competency. They continue to promote and support teaching practices that are culturally responsive, authentic and used day-to-day. School leaders acknowledge that programmes to promote student wellbeing and confidence in their identity, language and culture require further development. Students report that opportunities to learn about te ao Māori and te reo Maōri have increased in both informal and formal learning settings.
Trustees and leaders have strengthened strategic planning. They have sought and acted on the perspectives and aspirations of students and parents/whānau to confirm the school’s values and beliefs, and to set appropriate long-term goals and annual targets for improvement. The current strategic plan includes relevant targets and plans for accelerating the progress of priority students. Resources identified to support targets and the acceleration of progress are aligned with the school’s vision, values, goals and targets.
Trustees and leaders have addressed all areas of non-compliance.
Key next steps
- Leaders and teachers should consolidate improved data management processes and practices to demonstrate student progress over time, and document progress towards achieving equitable and excellent outcomes for all students.
- Trustees, leaders and teachers should continue to develop their collective capacity to conduct and use internal evaluation to further identify and document how effectively the school is improving the wellbeing, engagement and progress of all students.
- Leaders should continue to support teachers to build their capabilities to fully implement the localised curriculum that gives priority to the enhancement of culturally responsive, consistent programmes and practices that promote the learning of te reo Māori and about te āo Māori.
Sustainable Performance and Self Review
How well placed is the school to sustain and continue to improve and review its performance?
The school is well placed to sustain and continue to improve and review its performance.
Strengthened long-term strategic planning is increasingly providing leaders and teachers with timelines, resources, targets and challenges to work towards equity and excellent outcomes for all students. The school’s values underpin its calm, caring and inclusive culture. Strong pastoral support systems help students to develop positive relationships and engage meaningfully with their learning.
More effective, regular school communications with families/whānau ensure that students’ learning and progress is a partnership, progress is shared, and success is celebrated. Building staff capability and leadership across a range of domains has been critical to these improvements. Improved internal evaluation practices ensure that all staff use knowledge and do evaluation for ongoing school improvement.
Board assurance on legal requirements
Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
- board administration
- curriculum
- management of health, safety and welfare
- personnel management
- financial management
- asset management.
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
- emotional safety of students (including prevention of bullying and sexual harassment)
- physical safety of students
- teacher registration
- processes for appointing staff
- stand-downs, suspensions, expulsions and exclusions
- attendance
- school policies in relation to meeting the requirements of the Children’s Act 2014.
Conclusion
Longford Intermediate School has made sufficient progress in relation to the key next steps identified in ERO’s November 2019 report. The school will transition into ERO’s Evaluation for Improvement approach.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
16 November 2021