Findings
Positive relationships to promote learning are a feature of Te Hapara School. The board and school leaders are aware of the need to accelerate progress for the many students at risk of not achieving expected outcomes. Systems and processes to lift student achievement are continuing to strengthen and develop.
ERO intends to carry out another review over the course of one-to-two years.
1 Context
What are the important features of this school that have an impact on student learning?
Te Hapara School is located in Gisborne. It caters for students in Years 1 to 6. At the time of this ERO review the roll was 365 students, with 71% identifying as Māori and 9% as Pacific.
The vision is well aligned to the school’s values, developed as part of the school’s ongoing involvement in the Positive Behaviour for Learning (PB4L) programme. Whakaute (respect), pononga (honesty), hiringa (perseverance), kawenga (responsibility) and aroha (compassion) along with students achieving and learning together in education (SALTIE), support students’ positive engagement across a wide range of learning focuses and activities.
Over the past 18 months the school has had significant leadership and staff changes. A newly appointed principal will take up her position at the beginning of 2016.
The present leadership team, consisting of the principal and two deputy principals, all in acting positions, actively promotes positive relationships between students, staff and whānau. Links to the wider community are an integral part of the school. A culture of care and building relationships across and outside the school is highly evident and valued.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Achievement information reported in December 2014 shows many students achieve below expectation in relation to the National Standards in reading, writing and mathematics. Māori student achievement is of concern.
School leaders have analysed progress over time and they are aware of the need to maintain a focus on accelerating progress for the students who are at risk of not achieving at the expected levels in reading, writing and mathematics. A review of the initiatives in place to address underachievement showed that there remained a need to expand and build upon existing programmes.
Individual needs of students are identified by well-established processes. A range of appropriate interventions supports students’ engagement and achievement. Annual achievement targets set for writing focus specifically on learners at risk of underachievement. Targeted action has yet to have an impact on promoting progress and achievement.
The school has recently implemented well-considered, planned, deliberate processes and systems that are beginning to assist teachers to better target engagement of students to accelerate progress. This supports improved data collection, analysis and response to low levels of achievement.
Teachers gather assessment information, and progress is monitored over time. They think critically about how their teaching is improving students’ learning. This is strengthening a shared understanding of what makes a positive difference for students.
Evaluating the impact of strategies on student achievement outcomes must be prioritised. As processes become embedded, the school should be better placed to implement explicit strategies to promote accelerated progress for learners.
Moderating teachers’ overall judgements about students' learning and achievement in writing has been an appropriate focus this year. Continuing to strengthen this practice will allow teachers to more effectively measure students' progress and identify specific next learning steps to promote acceleration of progress.
There are clear guidelines for assessing students in reading, writing and mathematics. Parents receive useful information about student progress in relation to National Standards.
Progress and achievement of students who identify as Pacific learners are tracked and monitored. They are respected for their contribution to school life. Specific programmes are in place to support English language development. Ongoing low levels of achievement are of concern. It is a priority that Pacific students' learning is maximised to support them to be successful learners.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The Te Hapara School curriculum promotes and suitably supports student learning. It has clear links with the principles and key competencies of The New Zealand Curriculum. The school’s vision, logo and syndicate names are centred on the context of the local community and region. The current curriculum is under review to more deliberately incorporate connections to learners’ lives, prior understandings and experiences.
Staff continue to foster a positive culture for learning that is underpinned by PB4L and integrates the concepts of SALTIE and related values. Teachers use a wide range of strategies, initiatives and programmes to promote participation to better engage students in their learning and to meet their literacy needs. School leaders have identified a next step is to internally evaluate the effectiveness of programmes and initiatives on student achievement to better inform resourcing and changes for improvement.
ERO observed high levels of engagement and a calm, settled environment that encourages self-management and independence. Students are actively involved in a wide range of school activities including sporting, cultural and environmental experiences. These provide multiple opportunities for learning, leadership and success.
The learning community is characterised by respect, empathy, relational trust and teamwork. Teachers benefit from participating in a range of professional learning and development opportunities and are beginning to implement strategies to improve students’ writing. They must continue to embed effective practices to ensure that all students' learning is promoted across the whole curriculum.
How effectively does the school promote educational success for Māori, as Māori?
Māori students are well engaged in school activities. Opportunities to participate in a wide range of initiatives that support learning are evident. The recently developed Māori achieving success as Māori framework has the potential to effectively guide teaching and learning. It is a priority to accelerate Māori students' progress and achievement so that they can be successful learners.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school continues to build its capacity to sustain and improve its performance. Trustees continue to increase their governance knowledge. Appropriate strategic goals have been developed in the charter. Regular reports from the principal keep the board informed about student progress and achievement, interventions, initiatives and programmes. This information is used to make decisions about funding and resourcing.
Significant changes in leadership and teaching staff have affected the continuity of improvement initiatives and strategies to raise student achievement since the 2012 ERO report. Current school leaders place priority on student engagement to accelerate the learning of underachieving students.
School leaders and trustees should further support staff to:
- better address students' specific learning needs
- improve targeted teaching and learning support
- more clearly monitor and evaluate the impact of these actions on student achievement.
Teachers regularly receive feedback and are supported to reflect on their practice through the well-designed appraisal system that promotes improvement in teacher capability. To increase the impact of this process on student outcomes leaders and teachers should:
- identify goals that are closely aligned to school targets
- further develop the evaluation component of inquiry and feedback
- extend the appraisal process to include coaching and mentoring.
The principal has a clear focus on building and maintaining engagement between the school and the wider community. This contributes to a strong sense of belonging across the school. Sound processes and systems support transition of students and their families into the school and on to intermediate.
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
Positive relationships to promote learning are a feature of Te Hapara School. The board and school leaders are aware of the need to accelerate progress for the many students at risk of not achieving expected outcomes. Systems and processes to lift student achievement are continuing to strengthen and develop.
ERO intends to carry out another review over the course of one-to-two years.
Joyce Gebbie
Deputy Chief Review Officer Central
26 November 2015
About the School
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Location
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Gisborne
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Ministry of Education profile number
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2692
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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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365
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Gender composition
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Female 51%
Male 49%
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Ethnic composition
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Māori
Pākehā
Pacific
Other ethnic groups
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71%
16%
9%
4%
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Review team on site
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September 2015
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Date of this report
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26 November 2015
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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April 2012
March 2009
June 2005
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