Taumarunui Primary School

Summary

Taumarunui Primary School caters for students from Years 1 to 8. At the time of this review there were 156 children enrolled with 91% identifying as Māori and eight receiving learning additional support.

Since the July 2014 ERO report, some new board members have been elected and some staff changes have occurred.

The school’s new vision, ‘Building a Better Future’, describes its community’s hopes and aspirations for each student. Success, achievement and wellbeing are key drivers for the school.

External professional learning and development (PLD) for teachers in accelerating literacy achievement, reflects the school’s focus on improvement. A Ministry of Education Student Achievement Function Practitioner provided support to the school in 2015 - 16. Trustees also accessed training from the New Zealand School Trustees Association to grow their understanding and stewardship capacity.

How well is the school achieving equitable outcomes for all children?

At the time of this ERO review, school achievement data showed that nearly 50% of students achieve success in relation to the National Standards in reading, writing and mathematics. Disparity in achievement in reading and writing is evident, with girls performing better than boys.

Strong processes and systems are in place to support the pastoral care of children, their wellbeing and the development of their competencies. Students enjoy a sense of belonging and connection to the school and its community.

The school is developing processes to accelerate the learning and achievement of those children at risk of underachieving. More deliberate goals and actions aligned to these students’ needs should sharpen the school’s focus.Strengthening understanding and use of internal evaluation for improvement is needed.

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and other children remains. The school agrees to: develop more monitor discuss the school’s progress with ERO.targeted planning to accelerate learning for all children;targeted planning, improved teaching, and children’s progress;

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is developing its effectiveness in responding to Māori and other children whose learning and achievement need acceleration.

Nearly 50% of students achieve success in relation to the National Standards in reading, writing and mathematics. Disparity in achievement in reading and writing is evident, with girls performing better than boys. Students requiring additional learning assistance are well supported through individual planning and monitoring, consultation with whānau and well-considered teacher and teacher-aide provision.

Moderation processes support teachers in making dependable judgments about children’s progress and achievement. This information is shared with parents, whānau and trustees. It also provides the board, school leadership and teachers with a picture of student achievement.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Staff and trustees are strengthening their capability and school processes to better support and promote the achievement of all learners.

Children at risk of not achieving in relation to the National Standards are clearly identified. Their strengths, interests and needs are well known by classroom teachers. Group work, using culturally authentic contexts, leads to meaningful learning.

Te ao Māori is highly evident and central to school practices.Students enjoy a sense of belonging and connection to the school and its community. They feel included, cared for and confident in their language, culture and identity.

Children are taking increasing ownership of their learning and are supported to describe what they know and what they need to learn next. Teachers are collaborative and reflective. They value opportunities to improve their practice and share successes.

Strong processes and systems are in place to support the pastoral care of students, their wellbeing and the development of their competencies. Children are given many opportunities for leadership. Tuakana teina relationships are fostered. The school values of fair play, empathy, aroha, tautoko, honesty, excellence, respect and safety set the tone and expectation for the positive relationships evident throughout the school.

The school reaches out to its community, developing strong connections and relationships to support children’s learning. Whānau and families are made to feel welcome. Their views, expertise and contributions are valued.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The school continues to strengthen the conditions required to achieve equity and excellence for all children.

Leaders and ERO agree that they should more strategically and relentlessly pursue a small number of aligned goals and targets for those children whose learning and achievement needs acceleration. Assessment practices are developing to inform teaching, track achievement and learner progress.

The principal has identified that priority should also be given to:

• building teacher capability through PLD, staff appraisal and inquiry processes,
• developing agreed expectations for teaching and learning
• further strengthening partnerships with whānau of priority learners
• aligning school processes to this strategic direction, including:
• assessment and monitoring
• reporting to parents and the board
• staffing and resourcing.

These improvements should be underpinned by ongoing evaluation of what is working, what is not and what needs to change.

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 Vulnerable Children Act 2014.

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and other children remains.

Leaders and teachers:

• know the children whose progress and achievement need to be accelerated

• need to develop and implement approaches that effectively meet the needs of each child

• need to improve the school conditions that support the acceleration of children’s progress and achievement

• need to build teacher capability to accelerate children’s progress and achievement.

The school agrees to:

• develop more targeted planning to accelerate progress for children

• monitor targeted planning, improved teaching, and children’s progress

• discuss the school’s progress with ERO.

ERO will:

• provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

1 November 2017

About the school