Kimihia Parents' College - 30/05/2017

Findings

Kimihia Parents’ College is well governed and managed to effectively promote and support positive outcomes for learners. Most students achieve well. Learning opportunities are based on students’ wellbeing and their individual strengths, needs and career aspirations. Strengthening internal evaluation to identify effectiveness and impact of programmes and practices that contribute to improved student outcomes is a key next step.

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

1 Background

Kimihia Parents’ College is an attached unit of Linwood College. There are currently 24 Ministry of Education funded TPUs operating across New Zealand. TPUs provide a flexible and supportive environment for teenagers who are parents or are about to become parents. Attendance at a TPU gives students an opportunity to continue their education and develop the best possible pathway for their future and the future of their children.

ERO reviews all of the TPUs every three years. Each unit receives an individual report outlining areas of good performance and areas for further development. The terms of reference for these reviews are set out below. The findings across each of the TPUs contribute to a national report by ERO which presents findings about the overall quality of all TPUs.

Terms of Reference

The evaluation focus for ERO’s review of Teen Parent Units is:

How effective are the TPUs in promoting and supporting positive outcomes for students?

In the context of this review, student outcomes include their educational, social, health and wellbeing outcomes. It also includes student destination outcomes, and the success students have in transitioning from the TPU to further education, training or employment.

The terms of reference for the evaluation of TPUs are the:

  1. quality of individual support for each student (including IEPs and educational, pastoral and careers processes)
  2. educational and social outcomes for each student (including the quality of the teaching and the TPU’s self review)
  3. relationship with the base school (including the governance and management of the TPU)
  4. transitions of students into and out of the TPU.

2 Findings

Context

Kimihia Parents’ College (KPC) is located in a purpose-built facility with an early learning service (ELS) attached. KPC attracts students from the wider Christchurch area and offers transport to and from school each day. The host school, Linwood College, effectively governs and supports KPC.

Personnel changes have occurred since the November 2013 ERO report. A new Director of KPC and principal of Linwood College were appointed in 2016. There is a strong culture of respect and high expectations for learning and achieving. These contribute to an inclusive learning community.

KPC has responded well to the recommendations from the previous ERO report and continues to strengthen internal evaluation practices.

Student outcomes

The overall aim for KPC is that all students will achieve their National Certificate of Educational Achievement (NCEA) goals and transition into further education, training or employment. Reported achievement information shows students are successful in gaining NCEA literacy and numeracy, achieve credits towards national qualifications in NCEA Levels 1, 2 and 3 and complete national certificates and other valued qualifications.

Students are self-motivated to improve their qualifications to better support themselves and their children. They are aware of their own learning and monitor their progress. Reported data in 2016 shows an improvement in student retention and attendance.

Students strongly identify with their school and enjoy the diverse opportunities they have for leadership and learning, in and beyond the classroom. Students spoken to by ERO expressed gratitude for the experiences offered to them that support academic and personal growth.

Leadership, management and organisation

Governance by the host school’s principal and board is effective in supporting the leadership, management and organisation of KPC. Useful processes are in place to report on student outcomes through annual reports to the trustees and regular contact with the host school principal. Strengthening reporting to show student progress and achievement during their time at KPC is a next step.

Staff work collegially and regularly discuss and reflect on practices likely to provide the best outcomes for students. There are well-established relationships amongst teachers at KPC and Linwood College. They share expertise and participate in professional learning and development (PLD) within the TPU and with the host school where appropriate. Teachers are currently participating in Kia Eke Panuku PLD, led by Linwood College, to support the development of culturally responsive teaching practices.

KPC and Linwood College’s vision and values are well aligned and there is a clear focus on lifting student achievement and attendance. Strengthening the alignment of KPC and host school strategic planning to support sustainable practices is a next step.

The director acknowledges the importance of a positive working relationship between the TPU and ELS to support parent and child transition and overall wellbeing. There is a need for improved collaboration and communication between the TPU and the ELS, at both the governance and operational levels. Continuing to develop this relationship is a priority for the director, working with the newly appointed ELS manager.

The director and teachers are highly reflective and regularly inquire into and improve programmes and practices. Continuing to strengthen internal evaluation to identify effectiveness and impact of programmes and practices that contribute to improved outcomes for students is needed. 

Learning

Teachers are caring and responsive to students’ interests, strengths, needs and wellbeing. They have complementary skills, knowledge and experiences. Positive, affirming relationships among staff and students contribute to a strong sense of belonging and ownership. Students are purposefully engaged in learning and know how it relates to their career pathway.

Programme planning is flexible and based on students’ individual education plans (IEPs) which respond to strengths, needs and career aspirations. Students set short and long term goals to support their career pathways. These are flexible and regularly reviewed.

A wide range of opportunities and experiences supports students’ engagement. Learning can involve tutor group teaching, classes at the host school, and other external educational courses. Teachers take advantage of their connection with Linwood College to moderate student assessments.

There is a strong focus on providing meaningful and authentic contexts for learning. Sustainable practices and connecting with the local and wider community are effective strategies to motivate and engage students.

A strengthened programme to support student holistic wellbeing has been developed. Students are able to share their ideas and aspirations and contribute to the planning of activities and events. Staff have identified the need to improve the assessment and tracking of students’ wellbeing.

A comprehensive career planning programme responds to students’ aspirations and abilities. Proposed pathways are well monitored for each individual. The host school Careers Advisor regularly visits KPC to support students’ transition plans and ensure learning programmes are aligned to individual’s future destinations.

Student support, engagement and transitions

A useful process for student induction identifies strengths, interests, needs and aspirations. Teachers get to know each student well. Learning and career goals are identified on entry and IEPs developed. Students develop a sense of ownership by reflecting on their IEPs and track and monitor their own records of learning, including achievement and attendance. Teachers regularly monitor IEPs through regular discussions to ensure that current plans are relevant and in line with students’ progress and needs.

A positive learning environment supports student engagement, progress and achievement. This is underpinned by whanaungatanga, supporting each other. Students’ culture, language and identity are highly valued. Meaningful ways are in place to celebrate student success and share these achievements with parents and whānau.

Student voice is regularly sought and responded to. They work together with teachers to develop and review policies and procedures that support positive learning behaviours and environments. Students are empowered to share ideas and make decisions.

Strengthening systems and processes to support students’ transition into KPC and readiness to successfully transition to further education, training or employment is an ongoing priority. Career education is a highly valued part of the programme and informs the exit transition for students. Staff aim to keep in touch with students who have left and those who are on parental leave, to maintain a connection to provide further support if needed. 

Relationships with external partners

KPC has developed good connections with education, health and social providers to support improved outcomes for students. Staff work with students, agencies and organisations to ensure that social and health issues do not become barriers to engagement in learning.

Useful relationships with a wide range of external organisations and specialists, support programmes and services delivered. An example is a partnership with the Canterbury District Health Board’s Health Promoting Schools initiative, focused on identifying the key wellbeing needs of students and development of a related curriculum plan.

There are growing relationships with community groups to provide authentic contexts for learning.

3 Recommendations

ERO, the director and the host school principal and trustees agree on the following next steps. KPC governance, management and leadership should continue to develop and strengthen:

  • reporting to trustees

  • alignment to the strategic planning of the host school

  • internal evaluation to identify effectiveness and impact of programmes and practices that contribute to improved outcomes for students.

4 Conclusion

Kimihia Parents’ College is well governed and managed to effectively promote and support positive outcomes for learners. Most students achieve well. Learning opportunities are based on students’ wellbeing and their individual strengths, needs and career aspirations. Strengthening internal evaluation to identify effectiveness and impact of programmes and practices that contribute to improved student outcomes is a key next step.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

30 May 2017

About the Teen Parent Unit

Location

Christchurch

Ministry of Education profile number

2761

Teen Parent Unit roll

23

Gender composition

Female 23

Ethnic composition

Māori

Pākehā

Pacific

Other ethnic groups

8

12

2

1

Review team on site

March 2017

Date of this report

30 May 2017

Most recent ERO reports

Report type

Report date

Special Review

Special Review

Special Review

November 2013

August 2010

August 2006