Papatoetoe Intermediate School

PAPATOETOE INTERMEDIATE SCHOOL

Act Nobly

SCHOOL ANNUAL REPORT

FOR THE YEAR ENDED 31 DECEMBER 2009.

 

 

ROLL TRENDS

The Papatoetoe Intermediate School Board of Trustees manages the school roll between the parameters of 850 and 900 students. From information received from the Auckland office of the Ministry of Education these parameters will serve the needs of Papatoetoe for the foreseeable future. However from 2013 these parameters may need to be reconsidered in the light of the currently increased enrolments in contributing primary school junior classrooms. For the 2009 school year all out of zone applications received prior to the start of the new year were accepted.

 

Roll Statistics after March 1st
	2005	2006	2007	2008	2009
Maximum	901	934	916	872	888
Lowest	887	915	900	848	877
Average	894	927	909	868	888
Highest mode	887	928	916	860	888
Median	894	927	909	860	880
1st Grading roll	904	850	910	848	877

 

Teachers*
	2005	2006	2007	2008	2009
Maximum	44.06	45.51	47.60	47.62	49.60
Units	32	30	29	27	39

 

* Includes RTLB and counsellor but excludes attached classes and support staff.

 

 

 

 

The Education Review Office [ERO] report was issued in April 2008. Copies of the report are available from the school office or the school web-site or from the ERO web-site [www.ero.govt.nz]. The major topics included Quality of Teaching and Learning Achievement of Maori students, Achievement of Pacifica students, and the provision of Professional Development for staff.

 

The first paragraph states: Papatoetoe Intermediate School is a multi-cultural Year 7 and 8 school located in South Auckland. The principal was appointed soon after the 2005 ERO review. His major focus has been the development of the curriculum through a comprehensive teaching and learning professional development programme. The school has also focused on implementing the recently revised New Zealand curriculum. Students are outgoing and friendly and generally maintain good relationships with each other. They particularly enjoy a wide range of sporting opportunities supported by recent property developments, which include a purpose-built gymnasium and redevelopment of the outdoor court area.

CONSULTATION AND PARTNERSHIP

 

The school has been most fortunate to have been supported during 2009 by our FOTS led by Mr Trevor Early. The FOTS group supported the school’s Family Fun Run and the Top Class competition. The FOTS financially supported a number of projects during the school year including sun screen lotion for all classrooms. FOTS also made significant donations during the year to our music department.

 

We have a well-established series of meetings with parents starting with a Meet the Teacher Evening [February], Fono [February], Hui [March], two Oral Report evenings [March/April], Indian parent evening [April], a Portfolio evening [July], Chinese parents afternoon [October], and a new Parents’ Orientation Evening [November]. During 2009 our Fono group met on a monthly basis, on the same evening as the BOT. Consultation meetings on the school’s development and targets for 2009 were held.

 

Meetings with other ethnic groups have been held in our Language Centre on a regular basis. We have sent families at least one regular Newsletter a month as well as special newsletters focussing on particular issues.

 

During 2009 we actively took part in a number of community initiatives including;

• A golfing partnership with the Grange Golf Course.

NATIONAL ADMINISTRATION GUIDELINE 1

 

MAIN FOCUS: STUDENT ACHIEVEMENT

Student Leaders

As part of our commitment to developing our students as future leaders of New Zealand a number of our young people were offered unique leadership opportunities during 2009.  During 2009 our students were recognised:

• as prizewinners at the Chinese lantern festival
• We received two gold and on silver medals at the Lewis Eady Music Festival
• 5 students were awarded diamond bars during the year.

 

Literacy and Assessment Te Korero Ako

We set three Literacy Targets for 2009 and the report on the achievement of these is detailed elsewhere.

 

Mathematics Pangarau

The Board has committed to a four year development through the Ministry of Education’s Numeracy Project. 2009 was the fourth year of this development. Working with Team Solutions a sustainability plan was put in place to maintain our progress in Numeracy.

 

We set two targets for Mathematics and these are also reported on separately.

 

Social Sciences

The focus curriculum year for 2009 has been Health, Physical Education and Sport. Funding from the Health, PE and Sport and special projects budgets have been put aside to assist with the development of this curriculum area. This group achieved the following during the year:

• Alignment of the Sports programme with the revised Auckland Intermediate schools’ sports programme
• A revision of the Health programme to match the teaching programmes in the school
• The development of a review of staff capabilities and on-going professional development needs in PE.

 

Sport

2009 was a strong year for sport in our school.  The leadership, planning, preparation, and training done by the PE/Sports Team was exceptional.  We engaged in almost every sporting code available in our zone (exceptions swimming and kilikete) and were very successful representing the Southern Zone in the following sports; Year 8 boys soccer, year 8 girls soccer, rugby league boys, rugby u45 and girls open weight teams, year 7 and year 8 netball, boys basketball, chess, tag, and touch teams. Four of our teams represented South Auckland at Auckland Championship competitions

 

A number of our boys were selected for the Roller Mills and Bruce McLaren representative rugby teams and Auckland cricket. We appreciate the time and effort put in by our sports teachers who coach during lunchtimes and also after school.

Cultural 2009

During this year our Kapa haka group was led by Whaea Margie and Ms Sharlene Goodwin. Our Pacifika group was led by Ms Matanui Malagi and our Indian cultural groups by Mrs Anjila Kumar.

 

In 2009 we entered five individuals and groups in the Lewis Eady competition and received two gold and one silver medals.  Our JRock team competed for the first time this year and were awarded three awards. During the battle of the bands our teams were awarded seven of the eight wards on offer. Thanks to Mrs Naidu and Mr Dil, we were able to provide many opportunities for children to play in musical ensembles and to perform before appreciative audiences. These ensembles included a large orchestra and a Vocalise group. Our School Choir, trained by Mrs Kroon, Mrs Beilby and Mr Dil, performed in the Papatoetoe Primary principals Music Festival held at the Telstra Clear Centre.

 

The Language Department

The Language department run by Mrs Prasad and a team of ten support workers, caters for our ESOL students. These students, both migrant and refugee, must be in New Zealand for five or less years to qualify for this programme. During 2009 some 186 students were enrolled in this programme.

 

The 2008 ERO report commented,” The school provides high quality English language support through its Language centre. The language support programme is comprehensive and includes very good levels of resourcing. Staff members involved with the programme are well trained and have high expectations for student achievement, resulting in positive outcomes for students.”

As a school we undertook a Cultural Diversity Contract with the Ministry of Education. As a result of this we have now formed a Papatoetoe Schools’ Cluster which meets once per term. During the year five of our Language Centre staff undertook the ELL training programme.

STUDENT SUPPORT

 

Pastoral

The school has a strong pastoral and learning support structure based in our support wing. This consists of a counsellor, an RTLB [Resource Teacher of Learning and Behaviour], Public Health Nurse and the two deans, one of whom operates as the SENCO [Special Needs Coordinator] for the school. The school also made use of the counsellors from Papatoetoe Adolescent Trust (PACT) in supporting assembly programmes and running counselling sessions for targeted students.

 

The Board has funded a number of Centres during 2009 to enhance student achievement - especially in English [ESOL], Literacy, and Numeracy [Mathematics Centre].

 

The school is now the employing authority for five (5) RTLB with one based fulltime in our school and with the itinerant service of at least one other RTLB.

 

Our Library & Information Centre continued to provide effective access to a wide range of book, magazine and computer material. The library has been involved for the last two years in a Library Focus Programme run through the National Library. During 2009 the school funded and ran its own homework- study centre for three nights a week.

NATIONAL ADMINISTRATION GUIDELINE 2

 

MAIN FOCUS: STRATEGIC PLANNING.

 

Strategic Planning

The Board of Trustees develops each year a clear strategic development plan as part of its review of the school charter. The strategic plan for 2009 is included with this report.

 

Self Review

During 2009 three review taskforces continued their developmental work. The (e)Learning Taskforce was given the brief to develop the ICT capabilities of the school infrastructure, to provide effective professional development for all staff, and to raise student achievement in this area of the curriculum.

 

The Foundation Taskforce involved a number of specialist staff and the senior management team in planning for improving student achievement through the review of pastoral care systems in the school.

 

The implementation team for the NZC continued their work throughout the year. While increasing public notice was given to National Standards by the end of 2009, our focus remained on the implementation of the national curriculum. However, we were selected as a trial school for National Standards. During 2010 we will work with Team Solutions on the implementation of these standards.

 

All other school self review processes occurred as outlined in the relevant school documents. A number of these self review reports are included in the full Annual Report document.

 

Reporting

The school reported individual student achievement to students and parents three times during 2009. The school introduced the Record of Student Progress Report in term one. This report tracks each students progress in major assessment areas from the time they enter our school until they leave. In term one staff met with parents and caregivers on a formal basis.

 

At the beginning of term three every parent and/ or caregiver was asked to attend a 15 mins. report interview with their child’s teacher and to receive at that meeting their written report. We had a 98% turnout of parents for this report session. In term four a written report was sent home to every family.

 

Reporting on the Achievement of Maori Students

NAG 2iii requires schools to report on the achievement of Maori students in accordance with school plans set out in NAG 1v. This was discussed with parents at the 2009 Hui. During 2009, where ever possible assessment data was collected on ethnicity and Maori student achievement can be monitored through these collections of student achievement data. A selection of this data is reported in the full Annual Report.

 

The 2008 ERO report commented, “ Senior managers and some curriculum leaders identify significant trends and patterns in achievement too enhance the achievement of Maori students. STAR results for 2007 indicate that, in reading comprehension, Maori boys are achieving at levels that are similar to national expectations. Year 7 and 8 AsTTle results for mathematics indicate that Maori students are performing at levels that are above the national cohort and for Maori students.”

NATIONAL ADMINISTRATION GUIDELINE 3

 

MAIN FOCUS: THE BOARD AS AN EMPLOYER

 

Policy development

Policies due for review were carried out as per the school’s schedule. The Student welfare, International students, Discipline and Behaviour Policies were reviewed.

 

The Board as a “Good Employer”

The Board has always enjoyed the reputation of being a good employer. To date, no staff member has brought any sort of employment law action against the Board or even a complaint.  School policies are sound and those directly affecting staff are usually developed in consultation.

 

The school has ensured that it only appointed registered teachers and ensures that they are re-registered in a timely manner. It also ensures that provisionally registered teachers and teachers who are “subject to confirmation” get the required supervision and guidance. During 2009 there were two first year and one second year teachers on staff. The procedures concerning first and second year teachers were rewritten during 2006. Support staff are police vetted every three years.

 

General

The Board acknowledges the tremendous contribution of the staff - teaching and support alike - to the effective operation of the school. We have an enthusiastic, hard working, dedicated group of people and we are very proud of them.  Our staff are well qualified, with a number of staff holding tertiary qualifications and all are highly motivated towards raising student achievement. During 2009 two staff completed their Masters in Education qualifications. We are fortunate in having a superb group of support staff who take great pride in their work and make an outstanding contribution to the effectiveness of our school.

Professional Development

A full report on Professional Development has been prepared by the Deputy Principal who manages these aspects and reports to the Board in considerable detail each year of progress made. The key to an effective school is a soundly-based professional development programme. The school’s performance management programme, apart from appraising staff, produces the information needed to develop a relevant professional development programme which is then funded by the Board of Trustees.

 

Members of the management team make a contribution to the wider education community through their membership of professional organisations and their efforts with courses and conferences. The Board appreciates the professional development engaged in by staff that often occurs after school hours - in the afternoons, evenings, weekends and holidays.

 

During the year a number of staff were supported in attending major professional development opportunities:

 

Mr Paul Cochrane                                             MYSA Conference, Brisbane

5 senior teachers                                             APPA conference, Auckland

Mrs Prasad                                                       Travel award to Thailand

Four staff                                                        Support workers ELL qualification

RTLB                                                                Conference, Wellington

2 teachers                                                        Language study awards to France, and to Germany

 

During 2009 Dr Hinchco held the office of National President of NZAIMS. During this year in office he received a good deal of professional development including;

• Attended the National Assessment hui in Queenstown
• Attended MYSA and NZAIMS conferences
• Attended the termly two day meetings of the NZEI Principals’ Council
• Convened and ran the termly two day NZAIMS Executive meetings
• Attended the National Conference of Educational Leaders
• Member of the Minister’s reference group for the Review of Special Education.
• Minister’s appointee to the reference group on the implementation of National Standards

 

New staff for 2009

During the year we have welcomed a number of new staff to our school.  Mrs Debbie Swanaepoel and Ms Jane Connell began the year with us.  During the year Ms Kroon returned from her overseas travel. Each new staff member has added their unique and valued talents to the community of Papatoetoe Intermediate School.

 

During 2009 a number of staff have also moved on to new life opportunities; Ms Cecilia Funio left teaching and Mr Niel Furness, Ms Paulette Thompson, Mr Herbert Tanuvasa and Ms Jasmine Sutton left us at the end of the year.

Equal Employment Opportunities [EEO]

 

The school always provides an EEO programme for the staff in line with the State Sector Act. The 2009 report is included in this Annual report

 

NATIONAL ADMINISTRATION GUIDELINE 4

 

MAIN FOCUS: FINANCES

PROPERTY

 

Budgeting

The Board approved the 2009 budget in February 2009. We budgeted for a small surplus to allow us to begin the rebuilding of reserves. By the end of 2009 the budget shows that the schools operational budget achieved a significant surplus which is a credit to all involved with the school’s finances.

 

Financial Management

The school is self-managing for accountancy purposes on a month-by-month basis with support brought in as needed. The board acknowledges the excellent work done by Mrs Steedman, executive officer, in furnishing accurate reports for the finance committee and the Board of Trustees each month.

 

The principal compiles the Finance Book for the financial year comprising Ministry documentation, budget, cash flow, annual asset acquisition, five year asset acquisition, minor capital works, major capital works, and other relevant material for the smooth operation of the school.

 

Asset Management

All asset purchases are carefully planned to avoid wasting valuable resources. The principal designed a stocktaking schedule which designates areas of the school that are audited each month. Mrs Steedman ensures these are done. This is not an easy task given the, at times, flexible manner in which assets are switched around in a school. Mrs Steedman tackles this task very professionally and to a high standard.

 

Property

At the beginning of 2009 the exterior of the school was painted.

 

During 2009 no major building projects were undertaken. Under a range of minor works scheduled and completed was the replacement of the school boiler with a gas boiler.

NATIONAL ADMINISTRATION GUIDELINE 5

 

MAIN FOCUS: SAFE ENVIRONMENT FOR STUDENTS.

 

General

ERO in the April 2008 report commented [page 4,]: “The majority of teachers have positive and productive relationships with their students. These teachers know their students’ backgrounds and take interest in their lives outside school. The establishment of mutual respect between teachers and children in these classes fosters a focus on learning..”

 

Risk or Safety Management

The school takes student safety very seriously especially during Education Outside the Classroom [EOTC] such as school camps. The deputy principal has developed a very comprehensive risk management document that underpins all planning for school camps and field trips.

 

Standdowns/Suspensions