Findings
The school has made significant progress in addressing the identified areas for improvement in the 2015 ERO review. The principal, trustees and school community have worked collaboratively to enhance the learning, progress and achievement of all students. Trustees understand their governance role and show commitment to ongoing improvement.
ERO is likely to carry out the next review in three years.
1 Background and Context
What is the background and context for this school’s review?
Tokirima School is a sole charge school, situated in a rural valley, 30 kilometres southwest of Taumarunui. The school has 14 students in Years 1 to 8. Children enjoy many opportunities to be involved in sporting, cultural and community events.
ERO, school leaders and the board of trustees developed a plan in response to the areas identified for improvement in the September 2015 ERO report. The principal, with the support of trustees and staff, has been committed to leading and progressing positive change at Tokirima School.
Over the two years of this review there has been changes to school personnel. The present principal was appointed to her position in January 2016. A new chairperson has been appointed and a new trustee has joined the board. The board of trustees comprises of parents of children currently at the school.
The school places emphasis on environmental education and is now an Enviro School.
This report outlines the progress made since the previous ERO review and how well placed the school is to sustain continuous improvement.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
The overall priority was to build staff and trustees capability to provide conditions to promote learning, progress and achievement of all students. Required actions were to:
- develop a school curriculum
- plan for, gather and make better use of student achievement information
- build trustees' capacity for their stewardship role.
Progress
Tokirima School’s curriculum effectively supports students to experience success in learning. Achievement information shows that in 2016, the majority of students achieved at or above in relation to National Standards.
The school has made significant progress in establishing both operational systems and building the collective capability of the principal, staff and trustees. The principal, supported by the board has implemented a well-considered approach to progress student achievement and wellbeing.
The curriculum is informed by parent aspirations, student interests and local, regional and global contexts. It aligns clearly to the priorities of The New Zealand Curriculum with an appropriate focus on literacy and mathematics. The broader curriculum integrates a range of learning areas and key competencies, including digital technologies and environmental activities.
Well-organised processes to collect, collate and analyse student achievement information are now in place. The information is used as a basis to report to the board and to identify learning opportunities that are responsive to students' needs. Appropriate information is used to report to parents and whānau about students' achievement in relation to National Standards. Student progress and achievement judgements are moderated through external expertise and with colleagues.
The positive learning environment supports children’s independent and collaborative learning. Respectful relationships are evident between students and with adults. A working relationship between the principal and trustees is evident. Parents are respected and valued partners in their children’s learning.
Trustees are building their understanding and capability in scrutinising student achievement information. They affirm that they are well informed about children’s learning and understand the progress and achievement results shared. Board resourcing focuses on promoting learning.
Trustees are accessing a range of development opportunities to build their understanding of governance roles and obligations. The principal and trustees identify that reviewing and refining procedures to guide and inform practice and operation is a next step.
Staff appraisals are improvement focused with goals linked to school priorities, teaching and learning and student achievement. The principal has identified that it is timely to review appraisal and performance management procedures.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school is well placed to sustain and continue to improve its performance.
The principal and trustees have worked in a focused way to address areas identified for development in the 2015 ERO report. They work together effectively to lead the school forward. Continuing to improve student achievement is a priority.
The principal and trustees should continue to build their knowledge and understanding of effective internal evaluation in order to measure the impact of initiatives and school practices.
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
The school has made significant progress in addressing the identified areas for improvement in the 2015 ERO review. The principal, trustees and school community have worked collaboratively to enhance the learning, progress and achievement of all students. Trustees understand their governance role and show commitment to ongoing improvement.
ERO is likely to carry out the next review in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
19 October 2017
About the School
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Location
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Taumarunui
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Ministry of Education profile number
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2253
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School type
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Full Primary (Years 1 to 8)
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School roll
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14
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Gender composition
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Boys 9, Girls 5
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Ethnic composition
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Pākehā
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14
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Review team on site
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September 2017
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Date of this report
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19 October 2017
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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September 2015
September 2012
August 2009
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