1 Context
Tawhiti School is a Year 1 to 6 school in Hawera. At the time of this ERO review, there were 321 students, and 35% identify as Māori. Since the previous review, in 2013, the roll has grown by approximately 50 students.
The positive tone in the school supports students' wellbeing and learning and is reflected in the sense of belonging evident. Building and maintaining positive relationships across the school community are highly valued.
Students participate enthusiastically in the wide range of activities available to them. Talents of many students are promoted through involvement in performance and visual arts, including kapa haka.
A number of new teachers have joined the school in 2016. They are well supported by processes that support teaching and learning.
The board has recently indicated the intention to join a Community of Learning being formed by schools in the local area.
The January 2014 ERO report indicated a need to 'sharpen the focus on priority learners, particularly Māori boys.' The school has responded positively to this recommendation and a number of classroom and wider-school initiatives have been introduced.
2 Equity and excellence
The vision and valued outcomes defined by the school for all children are to promote lifelong learning through being part of a caring place characterised by having an A1 attitude towards self, others and the environment - 'Kia Maru! - te kaupapa,Kia Tupu! - te mātauranga, Kia Mohio! - te tamariki.'
Studentswill be supported to be confident, connected, self-directed learners who are communicators, team players, self-managers and thinkers.Students have good understanding of the values and they are a focus within daily experiences.
The school’s achievement information shows that around three quarters of students, in 2015, achieved at or above in relation to the National Standards in reading, writing and mathematics. Since 2013, there has been significant improvement in writing and, to a lesser extent, mathematics achievement.
Boys' achievement in reading and writing remains below that of girls. As a group, Māori achievement remains below that of non-Māori. In 2015, approximately 30 percent of Year 6 students achieved below in at least one National Standard when they left the school.
Leaders and teachers work collaboratively to have a shared understanding of learning at each year level. National Standard judgements are based on a range of observations and more formal assessments. Clear processes assist National Standard judgements to be dependable.
Since the previous ERO evaluation, the school has put in place initiatives to improve outcomes for Māori and other learners. A range of professional learning opportunities is by deliberate strategies that consolidate good practice across the school. The most significant actions to accelerate learning and improve student outcomes include:
- the increased use of progress datato enable more effective tracking and monitoring of students' achievement
- extending learning relationships with students, parents and whānau as an integral part of deepening understanding of each learner and collaboratively responding to needs
- a professional learning focus on empowering learners to lead their own learning
- embedding good practice for teaching and learning in literacy and mathematics across the school.
3 Accelerating achievement
How effectively does this school respond to Māori children whose learning and achievement need acceleration?
A significant proportion of Māori learners who are at risk of not achieving, accelerate their progress as they move through the school. Some do not make the desired progress in relation to National Standards. However, many make more than one years' progress. There is a clear focus on making more of a difference for these learners.
Robust processes and practices enable leaders and teachers to effectively identify Māori children at risk of not achieving equitable outcomes. Individual learning strengths and needs are well known.
At risk students are identified from end-of-year data which informs decisions about teaching, professional learning and other resourcing for the following year. Use of assessment information assists in determining needs and areas of teaching emphasis. A strong focus on identifying specific strategies supports teachers to respond suitably to the needs of Māori learners. During 2016, parents and whānau have been more involved in setting goals for their children and assisting them to improve their learning.
Close tracking at individual, class and whole school levels enables teachers and leaders to know if progress has been sufficient and promptly identify students who need further support. Monitoring includes reflecting on actions that have successfully promoted learning and inquiring into changes that are needed for various learners to accelerate their progress.
How effectively does this school respond to other children whose learning and achievement need acceleration?
All students are part of school processes for data tracking, monitoring and response. These continue to be developed to enable more students to have their progress accelerated to meet expected levels by the time they complete Year 6.
The curriculum is adapted for students requiring additional learning support. Individual learning plans are created and extra resourcing is provided. There is good communication with families and teachers to support the needs of these learners. The progress of individual students is regularly monitored.
4 School conditions
How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?
The curriculum and other organisational processes and practices effectively support ongoing improvement in students' learning and achievement.
Comprehensive, regular analysis of National Standard and other assessment information enables acceleration for individual students to be regularly monitored. Teachers, leaders and trustees collaboratively consider next steps likely to contribute to increased impact for learners.
Students learn in caring, collaborative, inclusive learning spaces. They know their learning goals, what to do to succeed, and what their next steps are. A self-management continuum identifies the developing skills and attitudes needed to become a mohiotanga (self-directed) learner.
The focus on developing self-directed, independent learners is effectively supported by purposeful activities linked to students' interests and experiences. Students are encouraged to make choices about how and what they learn. Skills are developed for selection and use of appropriate technology and resources to enhance their learning.
Clear expectations guide teachers and learning assistants. Recent curriculum initiatives are contributing to improved student outcomes. Leaders and teachers should continue to extend effective implementation of the locally determined teaching and learning emphases across the school.
Systems support high expectations for Māori achievement. Teachers increasingly use culturally responsive practices that support Māori learners. Curriculum contexts affirm the language, identity and culture of Māori learners and their whānau. Teachers work respectfully with Māori students, parents and whānau. Knowledge and understanding of what makes a positive difference for Māori (and other) learners is shared. Access to relevant expertise assists ongoing improvement.
Trustees, leaders and teachers should further explore best practice guidelines to strengthen links with the Māori community. This should assist the school to better respond to the aspirations of whānau and iwi with practices that support Māori success as Māori.
Effective communication strengthens reciprocal, learning-centred relationships. It assists parents and whānau to understand and contribute to children's progress. Transitions into and through the school support prompt responses to the strengths and needs of individual learners by teachers and leaders. Parents are well informed about children's progress and achievement in reading, writing and mathematics.
Senior leaders collaboratively develop and pursue the school’s vision, goals and targets for successful student outcomes. They ensure a supportive environment focused on student needs. Building professional capability to promote student learning and wellbeing, particularly for those whose learning requires acceleration, is prioritised. Collective capacity for reflection and inquiry, that results in sustained improvement, is deliberately fostered.
Leadership opportunities for teachers are supported through regular coaching and mentoring. Reading, writing and mathematics curriculum teams identify and share good practice to support acceleration of students at risk in their learning.
Teacher appraisal focuses on improving capability to promote positive student outcomes. A range of evidence is collected to support reflection and inquiry. Classroom observations affirm good teaching and identify next steps for improvement. Extending teachers' cultural responsiveness to Māori learners should be a more explicit part of the appraisal process.
Teachers and leaders regularly review the impacts of programmes designed to bring about positive changes for learners. Inquiry contributes positively to improvement and innovation. Leaders are continuing to extend evaluative capacity across the school to sustain and improve performance.
The relatively new trustees are extending understanding of their board role through training opportunities. They should continue to extend their knowledge of effective stewardship practices.
Comprehensive reports by the principal and detailed achievement information enable the board to be well informed. The reports focus on the impact of strategies to support and accelerate learning. Additional reporting on the progress of students requiring learning support should enable the impact of resourcing to be reviewed more effectively.
The charter outlines the vision and values of the school and reflects community aspirations. Other aspects of the charter (strategic aims, annual plan and targets, analysis of variance) should be more comprehensively documented. This should assist trustees to clarify priorities and enable improved evaluation of the progress being made to achieve board aims and targets.
5 Going forward
How well placed is the school to accelerate the achievement of all children who need it?
Leaders and teachers:
- know the children whose learning and achievement need to be accelerated
- respond effectively to the strengths, needs and interests of each child
- regularly evaluate how well teaching is working for these children
- act on what they know works well for each child
- build teacher capability effectively to achieve equitable outcomes for all children
- are well placed to achieve and sustain equitable and excellent outcomes for all children.
ERO is likely to carry out the next review in three years.
6 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 the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration
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processes for appointing staff
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stand down, suspensions, expulsions and exclusions
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attendance
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compliance with the provisions of the Vulnerable Children Act 2014.
Student attendance information is not currently collated, analysed or reported. In order to improve current practice, the board of trustees should receive reports on student attendance that provide assurance that absences are correctly monitored and followed up.
7 Recommendation
There is a clear focus on supporting teachers to better respond to students whose progress needs to be accelerated. Further improvement in student achievement outcomes is likely to result from:
- continued comprehensive analysis of achievement information to support evaluation of the effectiveness of teachers' response to at-risk learners
- embedding current curriculum initiatives linked to strengthening learning-centred partnerships and enabling students to be self-directed, independent learners
- strengthening links with the Māori community to extend practices that support Māori students to enjoy and achieve education success as Māori.
Joyce Gebbie
Deputy Chief Review Officer Central
10 February 2017
About the school
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Location
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Hawera
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Ministry of Education profile number
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2248
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School type
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Contributing (Years 1 to 6)
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School roll
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333
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Gender composition
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Female 51%, Male 49%
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Ethnic composition
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Pākehā
Māori
Other ethnic groups
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60%
34%
6%
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Review team on site
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November 2016
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Date of this report
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10 February 2017
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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January 2014
January 2010
February 2007
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