Te Puke Primary School

Te Puke Primary School - 06/09/2019

School Context

Te Puke Primary School caters for students in Years 1 to 6 and is located adjacent to the local high school. The school continues to experience roll growth. At the time of this review there were 373 students. The roll includes 31% Māori, 13% of Pacific heritage and a number of students from diverse ethnic backgrounds. Approximately 19% students require support for English as an additional language. Students learn in large, cooperative, multi-level learning spaces. Ngākau Māhaki is an initiative for Years 2 to 6 students which provides an environment where learning experiences are based on te ao Māori (the Māori world).

Since the previous ERO review in 2016 a significant development has been the ‘Learning through Play’ approach to support the learning and development of students in Years 1 to 3. In addition, progress has been made in developing the local curriculum, building cultural responsiveness and embedding future-focused teaching practices. The principal continues in his role, while there have been some changes to the leadership and teaching teams. There have also been changes to the board of trustees following recent elections, including a new chairperson.

The Forest School initiative provides contextual support for targeted learners off site. Learners at the school are defined as ‘Achievers’. The school’s mission is to ‘provide learning environments of excellence to maximise the potential of Achievers’. This mission statement is supported by the vision that ‘all students will succeed as life-long Achievers’. A large group of learning assistants provides both in-class support and specific interventions for the many students with identified additional learning needs.

The school has developed a learner profile that shows how students’ dispositional values are aligned to learning pathways across the school. The school charter documents a priority on accelerating outcomes for all students, with a focus on those who have not made a year’s progress each year.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:

  • reading
  • writing
  • mathematics
  • attendance
  • students with additional needs
  • learning through play (social and emotional growth)
  • oral language.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is working towards achieving equitable and excellent outcomes for all its students.

School data for 2018 shows that:

  • in reading, writing and mathematics the majority of all students, including Māori, achieved at expected curriculum levels
  • Māori students achieved less well in reading, and at significantly lower levels as other groups of students in writing and mathematics
  • most Pacific students achieved at expected levels in writing and approximately half in mathematics and reading.

School data gathered over a longer period shows:

  • similar levels of achievement in writing and mathematics and a slight increase in reading
  • consistent levels of achievement for Māori students
  • significant increase in levels of achievement for Pacific students in mathematics and writing, and similar patterns of achievement in reading.

Data about learning through play is gathered to show acceleration for target students who enter the school achieving below expected levels. This data shows good progress in relation to social and emotional learning and oral language.

Data about attendance show levels consistently above 90%. Targeted initiatives and interventions are in place to support improving levels of attendance. Information from individual education plans shows that students with additional needs make good progress with their learning and development.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is effectively accelerating progress for Māori, Pacific and other students who need this. Leaders maintain a focus on individual students whose progress needs acceleration in a climate where many students enrol and leave the school within a calendar year.

Acceleration data gathered by the school in 2018 showed effective acceleration for all groups of students achieving below expected levels.

For Māori students:

  • almost half in reading and writing made accelerated progress

  • the majority in mathematics made accelerated progress.

For Pacific students:

  • the majority made accelerated progress in reading and writing

  • all made accelerated progress in mathematics.

For other students:

  • the majority made accelerated progress in writing and mathematics

  • just under half made accelerated progress in reading.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Leadership for learning is effectively enabling an ongoing focus on improvement and equitable outcomes for all students. There is a deliberate and sustained approach to building leadership capability across the school, through coaching and mentoring, professional learning and ensuring developments are well supported by relevant theory and research. Leaders’ maintain high expectations for teachers while providing them with support to improve their practice. This support includes the time and resources to take part in targeted school-wide professional learning that is consistent with school direction and curriculum developments. A professional environment of relational trust, collaboration and risk taking is evident across the school. This environment is supported in a culture of receptiveness to change and improvement.

Leaders are highly visible in the school. They work closely with achievement data to improve their capability as leaders of learning. This building of collective capacity is well aligned with school priorities and success indicators to improve student outcomes.

The school and community are engaged in reciprocal learning centred partnerships and relationships. Partnerships at school entry, within the school and onto Year 7 are managed to ensure seamless movements throughout learning pathways. These learning pathways are recorded in personalised learning plans which track progress across the curriculum. These plans also include individual goals established collaboratively with whānau, teachers and students. The school has also consulted with whānau to establish shared understandings and expectations about the learning partnership. Regular surveys and hui ensure decisions reflect parent and whānau voice, including Māori whānau voice. This has contributed to the establishment of the Ngākau Māhaki initiative for students in Years 2 to 6, which was formed in partnership with whānau roopu and iwi. This initiative is based on tuakana teina, whakawhanaungatanga and a strength-based developmental approach to learning. Specific partnerships with iwi and local business support science initiatives, collaborative inquiry, the forest school and a range of environmentally based learning initiatives.

The school’s local curriculum and teaching practice are highly responsive to students’ need for wellbeing and learning. The curriculum provides learning programmes that are well aligned to the school’s learner profile, learning pathways, progressions and students’ strengths and interests. The learning through play initiative was established in response to children’s identified social, emotional and oral language learning needs. This programme supports transitions for students into the school and is providing a sound foundation for learning across the curriculum. Ongoing review of curriculum initiatives at classroom and leadership level informs continual cycles of reflection and ongoing improvement to learning programmes. Te Puke Primary learning progressions and visual indicators, including for the learning through play initiative, support teacher planning, student knowledge of their learning and home-school partnerships. Teachers’ use of formative assessment is becoming increasingly evident across the school and is supporting students to develop knowledge of their learning and progress.

Internal evaluation is used effectively to build knowledge and implement innovative practice across the school. Evaluation is well aligned with accelerated outcomes and includes consideration of relevant achievement data. Trustees are provided with a wide range of achievement information which they use to identify school priorities and targets, resource strategically and evaluate school performance. Professional teacher inquiry is an integral part of the way teachers collaboratively evaluate and improve their practice. Internal evaluation is well supported by internal and external expertise and research about best practice.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The school has well-established and strategic plans to continue to make increasingly effective use of internal evaluation for improvement and sustainability by:

  • further embedding ‘Achiever’ capabilities for agency, confidence and self-efficacy for all

  • streamlining real time reporting systems and structures to support increasing efficient management and use of data

  • continuing to develop cultural responsiveness within the local curriculum through mana whenua.

This evaluation confirms these priorities.

3 Board Assurance on Legal Requirements

Before the review, the board 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 the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Te Puke Primary School’sperformance in achieving valued outcomes for its students is: Strong.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • leadership that is empowering equity and excellence
  • partnerships, connections, pastoral systems and structures that support reciprocal learning centred relationships
  • a local curriculum that is future focused and successful in promoting excellence and equity
  • internal evaluation that is informing ongoing school improvement and direction.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • internal evaluation to realise the school’s vision that all students will succeed as life-long ‘Achievers’.

Phillip Cowie

Director Review and Improvement Services

Central Region

6 September 2019

About the school

Location

Te Puke

Ministry of Education profile number

2016

School type

Primary (Years 1 to 6)

School roll

373

Gender composition

Male 53% Female 47%

Ethnic composition

Maori 31%
NZ European/Pākehā 39%
Pacific 13%
Indian 9%
Asian 7%
Other European 1%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

July 2019

Date of this report

6 September 2019

Most recent ERO report(s)

Education Review February 2016
Education Review December 2012
Education Review November 2009

Te Puke Primary School - 23/02/2016

Findings

Te Puke Primary School provides interesting and meaningful learning experiences for students in a safe and inclusive environment. School leaders, trustees, teachers and parents take a lively and caring interest in student progress and achievement. The Te Puke Learning Network contributes to positive outcomes for students in this learning community.

ERO is likely to carry out the next review in three years. 

1 Context

What are the important features of this school that have an impact on student learning?

Te Puke Primary School caters for students in Years 1 to 6 and is located on spacious and well-established grounds near to the town centre and high school. The school has experienced significant roll growth since the ERO review in 2012, and at the time of this ERO review there were 335 students of whom 30% identify as Māori. The school continues to cater for a number of students for whom English is a second language.

Under the focused leadership of the principal, trustees and school leaders have made significant progress with the areas for development identified in the 2012 ERO report related to strategic planning, performance management and systems to monitor health and safety. In 2013 the school participated in a Ministry of Education initiative to strengthen the gathering, analysis and use of student achievement information. There is now reliable student achievement information in relation to National Standards that is well used by trustees, teachers, parents and students. In addition, teachers benefit from extensive, in-depth individual and school-wide professional development to support students to accelerate their learning. There has been a focus on mathematics, a shared approach to teaching and learning, and future-focused teaching practice. Leadership has been reviewed and restructured, resulting in a more distributive and collaborative model that is focused on school development and positive outcomes for students.

Significant and ongoing changes to buildings and upgrades to the school grounds have enhanced the learning environment and are providing increased opportunities for collaborative teaching and learning experiences.

Ongoing review of the school’s ACHIEVER model has resulted in a simplified, highly visual approach that is well known, clearly articulated by students, and central to all school operations.

The school’s motto ‘Learning Together-Akona Piri Tahi’ is highly evident in the life of the school.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

School leaders and teachers make effective use of achievement information to promote student engagement and achievement in learning. Senior leaders demonstrate a lively, caring and fun approach to learning and leadership as they interact with teachers and students on a day-to-day basis.

An appropriate range of assessment tools and sound moderation strategies support teacher judgements about student achievement. Teachers have detailed knowledge about all students, including those at risk of not achieving at expected levels, and effectively track and monitor student progress over time. Student voice is purposely sought and valued by teachers. Teachers, students and families/whanau use the school information and communication technologies (ICT) systems to monitor student progress and achievement over time.

Students demonstrate a growing sense of ownership of their learning. They are focused on achieving their own learning goals, particularly in reading, writing and mathematics. Students have many opportunities to self assess, peer assess and reflect on their progress and achievement. They share this information at the end of each term with their parents and whānau. The use of achievement information by students contributes to positive perceptions about themselves as capable, confident learners.

Trustees work in a collaborative and supportive partnership with the principal and school leaders. They receive regular and specific information about student achievement, and use it well to inform resourcing decisions that promote equitable outcomes for students. Trustees are committed to ongoing training for their roles and regularly participate in meetings with the Te Puke Learning Network, Hua Pai Maota.

Parents are actively involved in school events, support school initiatives and contribute their knowledge to learning programmes. They receive clear and regular information about student learning, progress and success. There are education evenings that build parent understanding about enhancing the partnership for learning between parents, teachers and students. Well-planned transitions support students, families and whānau to feel welcome in the school. Close relationships are maintained with the local intermediate and high schools, benefitting student transitions as they move on in their education. A number of useful communication systems facilitate effective information sharing with the school community and wider world to support and enhance learning.

Student achievement information indicates that at the end of 2014 the majority of students, achieved at and above the National Standards (NS) in reading, writing and mathematics. A significant number of students made accelerated progress in these subjects in 2015. Māori students achieved at lower levels to their non-Māori peers. From 2013 to 2014 in writing there was a significant increase in the numbers of Māori students achieving at and above the NS in Years 3 to 6. Boys achieve at levels below that of girls in reading and writing, and at similar levels to girls in mathematics. A strong focus on accelerating learners’ engagement, progress and achievement is improving student achievement across the school.

Pastoral care is a particular strength in the school. A dedicated and experienced team facilitates effective interventions with specialist agencies and initiatives that enhance student well being and inclusion. A consistent emphasis is placed on the importance of a safe and positive culture that is responsive to the identified strengths and needs of students, their families and whānau. Students take pride in their school and demonstrate a strong sense of belonging and wellbeing.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum effectively promotes and supports student learning. This is enhanced by shared ownership of trustees and teachers in the curriculum development process. Knowledgeable school leaders work well as a team. Their individual strengths and skills contribute to positive curriculum development and implementation. The school is developing a responsive curriculum that promotes greater student independence in the learning process, and further reflects student’s interests, needs and culture in meaningful contexts.

There are clearly documented and high expectations for student learning and achievement, and for teachers as professionals. These include learning progressions in literacy and mathematics, and opportunities for students to integrate strands of the curriculum into research-based learning projects. Some of these projects have resulted in significant improvements to the learning environment, for example the BMX bike track designed and built by students.

Students are increasingly using e-learning tools and strategies to enhance their learning. They contribute to the life of the school by undertaking authentic leadership roles that develop their social and citizenship skills, and foster a positive learning environment. There is a rich range of extra-curricular activities including sports, the arts and outdoor education to cater for and extend students’ interests.

Teachers are highly committed to building their professional knowledge and capacity as a collaborative team. They are reflective practitioners who embrace and value opportunities to try new ideas to enhance student learning and engagement. They are focused on:

  • providing flexible, multi-level, collaborative teaching spaces to benefit and enrich student learning
  • making every effort to know students well and welcome families into the school
  • collaborative planning and assessment
  • tracking and monitoring of individual student progress and achievement
  • using in-depth discussions and open-ended questioning to extend and challenge students’ thinking.

It is important that teachers continue to develop their understanding of this approach to reflect on, refine and embed these teaching practices. Keeping the pace of change manageable for teachers, parents and students will be an important consideration for school leaders during this process.

How effectively does the school promote educational success for Māori, as Māori?

Māori students have leadership roles and responsibilities and enjoy a strong sense of identity as Māori. Older students mentor younger students in tuakana-teina relationships, both in class and with students from the nearby intermediate and high schools.

The school welcomes visitors with pōwhiri, including a competent kapahaka group guided by a competent and experienced kaiako. There are a number of teachers who are affiliated with iwi and are fluent te reo Māori speakers. Students participate in noho marae visits. There is Māori representation on the board of trustees. The school values consultation and collaboration with whānau and iwi in the community.

The Whānau Roopu Group recognises the ongoing need to work strategically to build culturally responsive learning practices and environments based on whakawhanaungatanga. The group is making use of tikanga and Te Arawatanga as the vehicle for learning te reo Māori.

It is important that trustees, leaders and all staff continue to develop their understanding of culturally responsive practices that should continue to raise achievement and promote success for Māori students.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance.

Areas of strength

School trustees and leaders provide highly effective governance. They set a clear strategic direction for school development that responds to the values and aspirations of the school’s community. Trustees and leaders place priority on achieving positive, equitable outcomes for students and their families.

The principal, supported by senior leaders and teachers, is providing clear, collaborative and inclusive professional leadership. The leadership team has brought clarity and coherence to the school vision, values, goals and priorities. Leaders provide ongoing and rigorous feedback to teachers about their practice.

Teachers have participated in regular, relevant and targeted professional development that is aligned with the strategic direction of the school, and is resulting in significant improvements for students at risk of not achieving.

The school’s values are highly evident in the environment and clearly articulated by staff and students. There is in-depth understanding of self review that is resulting in significant improvements and sustainable development for the future.

Areas for ongoing development

As identified in the school’s charter, ERO recommends next steps for school development are to continue to:

  • build teacher capability and confidence about culturally responsive practices that support Māori to succeed as Māori and celebrate the language, culture and identity of all students
  • refine and implement the school’s curriculum to further reflect and integrate the school’s unique context and students’ strengths and interests
  • establish and embed collaborative, future-focused teaching practices.

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.

Conclusion

Te Puke Primary School provides interesting and meaningful learning experiences for students in a safe and inclusive environment. School leaders, trustees, teachers and parents take a lively and caring interest in student progress and achievement. The Te Puke Learning Network contributes to positive outcomes for students in this learning community.

ERO is likely to carry out the next review in three years. 

Lynda Pura-Watson

Deputy Chief Review Officer

23 February 2016

School Statistics

Location

Te Puke

Ministry of Education profile number

2016

School type

Contributing (Years 1 to 6)

School roll

335

Gender composition

Girls 50% Boys 50%

Ethnic composition

Pākehā

Māori

Pacific

Indian

Samoan

Other European

South East Asian

Chinese

Other Asian

Other

43%

30%

7%

7%

3%

3%

3%

2%

1%

1%

Review team on site

November 2015

Date of this report

23 February 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2012

November 2009

December 2006