Bartholomew Road, Levin
View on mapPoipoia is well governed and managed to effectively promote and support positive outcomes for learners. Raising student achievement, improving attendance and providing a culturally responsive curriculum are strategic priorities. Students’ wellbeing and individual interests, needs and career aspirations inform programme planning. Continuing to strengthen internal evaluation is a next step.
ERO is likely to carry out the next review in three years.
Levin Teen Parent Unit (Poipoia) is an attached unit of Waiopehu 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.
The evaluation focus for ERO’s review of Teen Parent Units is:
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:
Poipoia is located in Levin, situated within the Waiopehu College campus. The building, named ‘He Whare Manaaki Tangata’, is purpose built with an early learning service (ELS) attached. Poipoia attracts students from the wider Horowhenua region and offers transport to and from school each day. The head teacher is responsible for the day-to-day running of the TPU and specialist teachers from the host school support programme delivery. There is a strong partnership with the host school and Poipoia is valued as an integral part of Waiopehu College. This is the TPU's first ERO review.
There are high expectations for students to achieve their goals, aspirations and future pathways. During their time at Poipoia, students achieve credits towards and gain National Certificate of Educational Achievement (NCEA) qualifications in Levels 1, 2 and 3 and complete other valued qualifications. Overall NCEA achievement has increased overtime, especially at Level 1 and for Māori learners.
Students are 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 some students transitioned into further education, training or employment.
Students experience an increased sense of belonging and connectedness to their learning community and peers. They participate in a wide range of learning opportunities that supports their holistic wellbeing, their parent role and their own learning.
Leadership is effective in ensuring there is a caring environment conducive to student learning and wellbeing. Poipoia is guided by a philosophy of ‘whakapiringatanga’ which promotes a safe, secure learning environment and supports students’ culture, language and identity. Hauora and personal growth sit alongside academic achievement.
Governance by the host school’s principal and board is effective in supporting the leadership, management and organisation of the TPU. Systems and processes, including strategic priorities and valued outcomes, are well aligned to promote a coordinated approach to teaching and learning practices. The TPU annual plan and goals are focused on improving attendance, raising achievement and developing culturally responsive practices. Useful processes are in place to report on student outcomes through regular reports to the trustees and contact with the host school principal.
Staff are well informed through regular communication from the head teacher. This supports a cohesive approach to promoting the TPU’s vision and builds collective capacity. Teachers are currently participating in Kia Eke Panuku professional learning and development, to support the development of culturally responsive teaching practices.
There is a strong working relationship between the TPU and ELS. Staff are able to share knowledge to support the ongoing engagement of students and their children.
Students have regular opportunities to share their ideas and inform programme planning. A leadership group for students assists them to be advocates for themselves and others. They have ready access to expertise and resources at the host school to support their health, social and emotional wellbeing.
The head teacher and teachers are highly reflective and regularly inquire into the effectiveness of programmes and practices. Continuing to strengthen internal evaluation to further inform change and improvement is a next step.
Students have access to a wide range of learning opportunities and pathways to support the achievement of their goals. Teachers plan in response to students’ strengths, interests, needs and aspirations. As a result, students are well-engaged in purposeful learning. Respectful, positive, affirming relationships are strongly evident amongst teachers, students and their peers.
Specialist subject teachers from the host school deliver the learning programme and students readily access and attend classes at Waiopehu College. Assessment practices and moderation are undertaken as part of the host school practices.
Teachers have adopted a framework to support student knowledge and ownership of their learning. Students spoken to by ERO were able to talk confidently about these expectations and ways they were self-managing their own progress.
Some students enter the TPU with low literacy and numeracy knowledge and achievement. Individualised programmes support students' progress so they can confidently engage in further learning to achieve NCEA and other qualifications.
A comprehensive career planning programme responds to students’ aspirations and abilities. Proposed pathways are well monitored for each individual. The host school careers teacher works with students on induction and throughout their time to ensure learning programmes are aligned to their future destinations. This supports students’ transition out of the TPU to further education, training or employment.
A programme to support student holistic wellbeing has been developed. Students are able to share their ideas and contribute to the planning of activities and events. Continuing to develop this programme and evaluating the impact on outcomes for students is a planned next step.
There is a planned approach to support students’ induction. Teachers get to know each student well. Individual Education Plans (IEPs) are developed, based on information gathered through this process, to support learning and wellbeing. Programme planning is responsive to their different strengths, interests, needs and career aspirations.
Students maintain a visual diary to track and monitor their own records of learning, including achievement and attendance. Teachers and students reflect and monitor IEPs through regular discussions to ensure that current plans are relevant and in line with progress and needs.
Increasing attendance to at least 80% is a strategic goal. Data shows attendance has improved over time. Barriers to engagement have been identified and strategies developed to support improved attendance.
A positive learning environment supports student engagement, progress and achievement. This is underpinned by ‘whakapiringatanga’. Students’ culture, language and identity are highly valued. Meaningful ways are in place to celebrate student success and share these achievements with parents, whānau and the wider community.
A wide range of external agencies are accessed to support student engagement, health and wellbeing. Staff work with students, agencies and organisations to ensure that social and health issues do not become barriers to engagement in learning.
External providers are invited to come to the TPU and deliver programmes based on wellbeing and children's development.
ERO, the head teacher and the host school principal and trustees agree on the following next step.
Trustees, leaders and teachers will:
continue to strengthen internal evaluation to further inform change and improvement and contribute to improved outcomes for students.
Poipoia is well governed and managed to effectively promote and support positive outcomes for learners. Raising student achievement, improving attendance and providing a culturally responsive curriculum are strategic priorities. Students’ wellbeing and individual interests, needs and career aspirations inform programme planning. Continuing to strengthen internal evaluation is a next step.
ERO is likely to carry out the next review in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
23 May 2017
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Location |
Levin |
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Ministry of Education profile number |
674 |
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Teen Parent Unit roll |
16 |
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Gender composition |
Female 16 |
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Ethnic composition |
Māori |
9 |
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Review team on site |
March 2017 |
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Date of this report |
23 May 2017 |
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Most recent ERO reports |
This is the first review of this unit |
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