Community Page
Somerville Intermediate School continues to provide the good quality of education and the rich and wide variety of learning opportunities noted in previous ERO reports. The 2006 ERO report commented positively on the good relationships evident within the school community. Very good relationships and a respectful, friendly and inclusive tone continue to be outstanding features of the school.
Students report that they feel safe and enjoy school. They appreciate the many opportunities they are offered in all learning areas of the curriculum and in extra-curricular pursuits. Results of standardised tests indicate that most students, including Māori students, achieve at or above national age-related expectations in literacy and numeracy. School data show that Māori students make significant progress in their achievement from the beginning of Year 7 to the end of Year 8. Year 8 Māori students achieve in reading at levels that are above age-related national expectations and are above the average level achieved by other Year 8 Māori students in similar schools.
Achievement data are well analysed and targets for improvement are set for all students and for groups of students. Teachers identify students who could benefit from extension or support and provide a range of programmes to meet their diverse learning needs. Students make good progress over their two years at the school.
Teachers work collegially and have high expectations for students' learning and behaviour. They are committed to improving teaching and learning in the school. They benefit from a focused and well supported professional development programme with an emphasis on developing strategies to help students to take more responsibility for their own learning. School managers should continue to support teachers to consolidate their use of these formative assessment practices.
Since the last ERO review the school has initiated significant developments to facilitate boys' learning, support integrated inquiry approaches, and to develop the use of information and communication technologies (ICT) to support students' learning.
The strong leadership of the principal has been noted in previous ERO reports. The principal is well respected, reflective, and committed to ongoing school improvement. He is well supported by the other members of the senior leadership team in ensuring that the school is well managed and that the positive culture of the school is fostered. A very good standard of communication with parents and the school community is maintained. The school's leadership, management and communication systems are of high quality.
The school has very good levels of self review in many areas of its operation. Trustees receive comprehensive reports that guide their decisions about resourcing to support student learning. The board works strategically to maintain and further develop the high standard of the school buildings, grounds and facilities. Trustees are knowledgeable about their responsibilities and govern the school effectively.
Future Action
ERO is very 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 four to five years.
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, www.ero.govt.nz.
Dr Graham Stoop
Chief Review Officer
GENERAL INFORMATION ABOUT REVIEWS
About ERO
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
About ERO Reviews
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
- improve educational achievement in schools; and
- provide information to parents, communities and the Government.
Reviews are intended to focus on student achievement and build on each school's self review.
Review Focus
ERO's framework for reviewing and reporting is based on three review strands.
- School Specific Priorities - the quality of education and the impact of school policies and practices on student achievement.
- Areas of National Interest - information about how Government policies are working in schools.
- Compliance with Legal Requirements - assurance that this school has taken all reasonable steps to meet legal requirements.
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.
Review Recommendations
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this school.
[1] Decile 1 schools draw their students from areas of greatest socio-economic disadvantage,
Decile 10 from areas of least socio-economic disadvantage.
Disclaimer
Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone book, or see the ERO web page, http://www.ero.govt.nz, for ERO office addresses.
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This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.