Tawa School

Education institution number:
3035
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
385
Telephone:
Address:

Oxford Street, Tawa, Wellington

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Tawa School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within two years of the Education Review Office and Tawa School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz

Context 

Tawa School is situated in one of Wellington’s northwest suburbs and provides educational opportunities to students in Years 0 to 8.

Tawa School’s strategic priorities for improving outcomes for learners are for all students:

  • to experience success in their learning through an engaging, child-centred curriculum

  • to feel safe, welcome and included.

You can find a copy of the school’s charter, strategic and annual plans on Tawa School’s website.

ERO and the school are working together to evaluate the impact of new literacy teaching strategies being trialed throughout the school. This will include the impact of new teaching practices on teacher efficacy and student achievement. It will also include the development of community understanding of literacy learning and how whānau are best able to support their children with their literacy learning. The rationale for selecting this evaluation is a desire to:

  • raise the achievement of students across the school in reading and writing

  • to continue to improve the effective teaching of literacy in Tawa School.

The school expects to see all students actively engaged in their learning and achieving educational success. That teachers will regularly discuss learning and the impact of their actions on student progress. It also expects to know parents have an increased understanding of the literacy learning process and are using this to support their children’s’ learning.

Strengths

The school can draw from the following strengths to support the school in its goal to effectively integrate new literacy practices into the delivery of its local curriculum:

  • identifying and implementing those strategies that make the biggest difference to student learning outcomes

  • staff who are open to professional learning and moving to an evidence-based approach to teaching and assessment

  • leadership that is supportive and seeks continual improvement and better outcomes for students – both social and educational.

Where to next?

Moving forward, the school will prioritise:

  • the implementation of key strategies into teaching and learning programmes throughout Tawa School to raise literacy achievement levels across reading, writing, oral language and spelling

  • increased discussions between staff that result in informed changes to teacher practice.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

6 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Tawa School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of May 2023, the Tawa School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Tawa School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

6 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Tawa School - 07/11/2017

Summary

Tawa School has a current roll of 363 Years 1 to 8 students. Of the students enrolled, 25% are Māori and 13% are of Pacific heritage.

Staffing is stable with very few changes since the August 2014 ERO report. Most of the board members are experienced trustees.

Major areas of strategic focus for 2017 are student-centred learning, play-based learning and co-teaching. The school has been involved in the Positive Behaviour for Learning initiative for seven years.

Tawa School is a member of the Tawa Community of Learning |Kāhui Ako.

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

The school’s 2016 end of year data showed that approximately two thirds of children were achieving at and above the National Standards for reading, writing and mathematics.

The school’s 2017 mid-year interim National Standards data indicates that there are students within each year level who have made significant progress in the first half of the year in reading, writing and mathematics. This data also shows that Māori girls are achieving well. In mathematics, Māori achievement results are similar to those of non-Māori.

While many school processes are effective in promoting equity and excellence, strengthening partnerships with Pacific families and internal evaluation should further support these goals.

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

The school agrees to:

  • develop more targeted planning to accelerate overall progress for Pacific students and boys in writing
  • monitor targeted planning, improved teaching and children’s progress
  • discuss the school’s progress with ERO.

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 implements a range of strategies to purposefully promote equity of achievement.

Leaders and teachers have in-depth knowledge of the children whose learning and achievement need acceleration. They gather a variety of useful information relating to each child’s learning pathway and wellbeing. Teachers are mentored by senior leaders, regularly discussing individual children’s programmes to target their learning needs.

The school has a range of programmes to support student progress. In 2017, two new mathematics interventions have been introduced. Results to date show that almost all of the small group of students involved in these initiatives have made accelerated progress.

The needs of children requiring additional learning support continue to be well met. Children have a mix of integrated, mainstream and personalised learning experiences.

Suitable assessment tools are used to support teachers’ judgements about students’ achievement in relation to the National Standards. Teachers work collaboratively with others in their team to moderate these judgements. Moderation of writing achievement is a well-established process. The school has identified that a next step is to develop consistency of moderation across teams in reading and mathematics. ERO’s evaluation supports this direction.

Future school-wide annual targets should more strongly prioritise those groups of students at risk of not achieving, to better focus the board, leaders and teachers on accelerating their progress.

School conditions supporting equity and excellence

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

The school vision, using a metaphor of the Tawa School Tree, is clearly evident in the environment and guiding documents. The qualities and attributes in the graduate student profile are to be respectful, creative, responsible, passionate, reflective and inquisitive.

The curriculum is localised and well aligned with TheNew Zealand Curriculum. Clear expectations for teaching literacy and numeracy are well documented and useful to guide practice.

The board of trustees receives regular information and reports on student achievement and curriculum information that are used to support their decision making. The principal also keeps the board well informed about progress towards the 2017 goals.

The principal and deputy principals provide systematic support for teachers to develop their professional practice through mentoring, coaching and appraisal. Senior leaders regularly monitor overall student progress and achievement.

The school has a strong and deliberate focus on increasing culturally responsive practices. The Māori Achieving Success as Māori (MASAM) self-review framework has been used as a tool to develop a shared understanding of culturally-responsive practice. Teachers have rated themselves against the framework.

The appraisal process is sound. Teachers regularly reflect on their practice and share this information with senior leaders.

Sustainable development for equity and excellence

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

Teachers should focus on accelerating the achievement of all priority learners through transferring new learning from targeted student intervention discussions, to their teaching inquiries and everyday classroom practice. Increased sharing of effective practice as a staff is also likely to better focus teachers on accelerating achievement.

There is a variable implementation of teacher practice and understanding of student-centred and play-based learning. Examples of sound practice are evident. A shared understanding of the characteristics of effective student-led learning is yet to be developed. Increased focus on deliberate and targeted teaching with a clear purpose for learning activities and defined student outcomes should strengthen play-based learning.

Leaders and teachers have been working towards strengthening learning partnerships with parents and whānau. New communication strategies, including the use of digital technologies have been introduced to enhance partnerships. Leaders have indicated that priorities are to continue to build the school’s capacity to engage with Māori whānau and Pacific aiga and agree that strengthening connections with aiga should support the lifting of Pacific student achievement.

While leaders and trustees systematically reflect on curriculum and school policies and procedures, a next step is to evaluate the effectiveness of learning interventions. The school’s current evaluation framework should be revisited to:

  • strengthen the investigation and collaborative sense making stages of the process
  • ensure that specific relevant indicators of success are considered
  • emphasise the impact of outcomes for students.

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

  • 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.

Going forward

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 remains.

Leaders and teachers:

  • already know the learners whose progress and achievement need to be accelerated
  • need to further develop and implement approaches that effectively meet the needs of each learner
  • need to continue to build teacher capability to accelerate learners’ progress and achievement.

The school agrees to:

  • develop more targeted planning to accelerate overall progress for Pacific students and boys in writing
  • monitor targeted planning, improved teaching, and learners’ progress
  • discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

7 November 2017

About the school

Location

Wellington

Ministry of Education profile number

3035

School type

Full Primary (Years 1 to 8)

School roll

363

Gender composition

Boys 54%, Girls 46%

Ethnic composition

Māori 25%
Pākehā 38%
Asian 18%
Pacific 13%
Other ethnic groups 6%

Provision of Māori medium education

No

Review team on site

August 2017

Date of this report

7 November 2017

Most recent ERO report(s)

Education Review, August 2014
Education Review, August 2011
Education Review, November 2008

 

Tawa School - 27/08/2014

Findings

Tawa School has a multi-cultural Years 1 to 8 roll. Students are offered a broad curriculum based on The New Zealand Curriculum. Teachers manage their classes well. Interactions are warm and positive. Deeper analysis and exploration of data should help leaders and teachers to be more responsive to patterns in information.

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

1 Context

What are the important features of this school that have an impact on student learning?

Tawa School is situated 15 kilometres north of central Wellington. It provides education for students in Years 1 to 8.

Of the 336 enrolled at the time of this ERO review, 25% identified as Māori, 16% as Pacific and 12% Asian. Other ethnicities add to the diversity of the roll. Some of these students come from areas beyond Tawa and the school reports considerable roll movement each year. School culture is positive and inclusive.

The school is a long-established part of its community. Learning experiences often include participation in a range of local events and celebrations. Facilities on site provide for the curriculum and community use outside of school hours. They include a large hall, community-built technology room and covered swimming pool. A Montessori classroom provides education in the Montessori method for students aged from six to twelve.

The August 2011 ERO report identified the need to complete curriculum documents and report to parents in relation to the National Standards. Since then, leaders and teachers have been involved in many development initiatives, including Positive Behaviour for Learning (PB4L), raising achievement in literacy and mathematics, and using data to reflect on practice and promote improvement. Work in these is ongoing. There have been few staff changes during this time.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Leaders and teachers gather and analyse a suitable range of student engagement and achievement information. They use it to monitor school culture, plan for teaching and learning and determine the impact of specific programmes or teaching.

Analysed information shows that PB4L has helped to foster student engagement. Student attendance rates are good and attitudes to school life are positive. Students understand and respond positively to school expectations.

The impact of other professional development, on overall achievement, is not as evident. Wholeschool National Standards data reported for reading, writing and mathematics indicates fairly static performance for the past three years. This is also the case for some groups.

Patterns identified within schoolwide data show higher performance for female, New Zealand European and Asian students. Significantly lower performance is evident for male, Māori and Pacific students. Overall progress for targeted students has been minimal.

Leaders acknowledge the need for deeper analysis of and inquiry into data, to be more precisely informed about:

  • patterns of change in the roll and how these affect the achievement profile
  • the extent and rate of progress over time for individuals, targeted groups, class and year groups
  • which teaching strategies or programmes are more effective for student learning, progress and achievement and why.

This knowledge should help with planning for raising achievement and reaching targets.

Parents are regularly informed about their child’s participation in the curriculum. Students learn to share or lead reporting about their achievements. The clarity of information and consistency of quality across the twice-yearly written reports should be reviewed so that achievement and progress in relation to the National Standards is clear.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Curriculum design is effective for engaging students and for supporting some students’ success. Building sound foundations in literacy and mathematics for other learning is a daily priority.

Topic studies are planned for integration of understandings within a selected context. Teachers facilitate a good inquiry process for students to pursue their own questions. The technology curriculum for Years 7 and 8 students is provided by a local college. Over the eight years, students are likely to experience a range of topics and regular opportunities for developing physical, thinking and creative abilities.

Leaders and teachers understand the need to be responsive to student diversity. Cultural perspectives are included in topic themes, for example the history of Tawa, local iwi and early settlers, Māori language and customs. Pacific-oriented experiences are offered within arts programmes. Learning activities take students into the immediate and wider community.

Teachers manage their classes well for programme delivery. The promoted values of respect and responsibility are visible in displays and actions across the school. Relationships are relaxed and positive.

Lesson delivery is varied according to the form of instruction required. Teachers provide students with interesting and appropriately pitched tasks for individuals or groups to learn new concepts and practise skills. Students are able to work quickly and focus without disruption. They are comfortable using a blend of traditional and digital learning tools.

Teachers gather students’ opinions about curriculum. This information needs to be evaluated to consider curriculum effectiveness, particularly for those whose views and achievement would indicate they are less well served. At the same time it would be useful to re-examine the underlying intent of the Tawa curriculum to:

  • judge how clearly it reflects charter expectations for implementing The New Zealand Curriculum principles
  • make explicit the links between the Tawa vision for educating learners and aspired-to outcomes after eight years.

Students with special learning needs are effectively supported to participate alongside mainstream students and within their own base room. The approach is student-focused and uses the combined knowledge and expertise of the many involved parties. Evaluations of individual education plans for these students show the progress made toward social, self-care and other learning goals.

How effectively does the school promote educational success for Māori, as Māori?

Leaders are in the process of reshaping the school’s response to the identities and needs of Māori learners to foster their success. Many actions have been taken to grow cultural understandings and partnerships for this purpose.

The views of whānau are sought as part of the student reporting process. A tutor has assisted with implementing programmes in te reo me ngā tikanga Māori and with community liaison. Curriculum experiences link to te ao Māori, for example, marae visits, learning with Mana Tiaki, karakia and waiata to begin the day. A Māori student leadership group has been formed and students’ opinions are gathered. These and other actions signal to Māori students that their culture is valued and provide them with role models.

Māori student and whānau feedback has been gathered. This needs to be evaluated to assist defining and planning for success. Reasons for taking action should be explicit and supported with measures for monitoring and evaluating outcomes and improvement. Raising the National Standards performance of Māori students must continue to be a high priority.

Leaders and teachers should continue their work in developing culturally responsive teaching using Ka Hikitia - Accelerating Success 2013 - 2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners.

How effectively does the school promote educational success for Pacific students?

Pacific students’ identities are known to school leaders and teachers. Leaders have considered ways to align practice with The Pasifka Education Plan. To some extent, Pacific students are absorbed into the planned Māori consultation and leadership initiatives.

At the time of this review 40% of Pacific students were English language learners (ELLs). Teachers and teacher-aides have had training to deliver ELL programmes, with a focus on writing, an area targeted for raising achievement.

Data for Pacific students shows that they have been over-represented in the proportions achieving below and well below the National Standards. However, an upward trend for reading and writing is bringing achievement into line with the profile for all students. There is still a significant difference between Pacific and NZ European and Asian student groups. While small numbers distort pattern and trend information, leaders are aware that work must continue for closing the gap.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

School culture is favourable for sustaining and improving school performance.

Trustees bring diverse skills and experience to the governance role. They, leaders and staff are committed to the vision, goals and effective implementation for student learning and wellbeing. Professional development and training is undertaken by these groups to improve practice for better outcomes. Community members engage with school life in various ways to support the curriculum and their children. Students are enthusiastic. There is a general level of responsibility, ownership and pride, which is positive for continuing operation.

To provide a more useful implementation and monitoring framework for reporting and planning for improvement, leaders need to:

  • reduce the number of annual developments and prioritise them
  • facilitate a shared understanding of annual goals, expected outcomes and measures of success
  • strengthen connections between plans and monitoring systems
  • transform reflection into evidence-based evaluation of impact, the quality of outcomes, or extent of effectiveness.

Leaders acknowledge and have begun to address the findings of this review.

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

Tawa School has a multi-cultural Years 1 to 8 roll. Students are offered a broad curriculum based on The New Zealand Curriculum. Teachers manage their classes well. Interactions are warm and positive. Deeper analysis and exploration of data should help leaders and teachers to be more responsive to patterns in information.

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

Joyce Gebbie

National Manager Review Services Central Region

27 August 2014

About the School

Location

Tawa, Wellington

Ministry of Education profile number

3035

School type

Full Primary (Years 1 to 8)

School roll

336

Gender composition

Male 52%,

Female 48%

Ethnic composition

NZ European/Pākehā

Māori

Pacific

Asian

Other ethnic groups

42%

25%

16%

12%

5%

Review team on site

July 2014

Date of this report

27 August 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2011

November 2008

December 2005

Tawa School - 31/08/2011

Education Review Report: Tawa School

The purpose of ERO’s reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. ERO’s reports are intended to be clear, concise, constructive and evaluative. An ERO school report answers the question “How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Māori students, Pacific students and students with special needs. ERO also reports on the quality of the school’s systems for sustaining and continuing improvements.

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

1. Context

What are the important features of this school’s context that have an impact on student learning?

Tawa School caters for students in Years 1 to 8, and offers a Montessori class.

High levels of community involvement are a feature. A strong sense of collaboration is evident between, trustees, staff, students and their families. Student art work celebrates achievement and reflects the cultural makeup of the school. A range of leadership opportunities is available to students. Positive, respectful interactions are evident.

A Friday arts programme provides a range of opportunities for parents and other community members to be involved in learning activities. A covered, heated swimming pool extends the season for tuition of students.

A developing student inquiry learning approach is supported by a school-wide information and communications technology (ICT) infrastructure and strategic plan for ICT. A student “digiclub” allows more knowledgeable students to mentor their peers.

Management has responded to the recommendations related to evidence-based self review and development of teaching practice made in the 2008 ERO report and is continuing work in these areas. Wide ranging professional development has increased consistency and quality of teaching practice.

2. Learning

How well are students learning – engaging, progressing and achieving?

Student achievement The majority of students are achieving at or above in relation to the National Standards. The number achieving in the well below category is low. Analysed data shows that overall students are making good progress over time.

Assessment Through reflective practice and professional development teachers are refining their skills in using student achievement information to inform their planning and teaching. Assessment data is analysed for grouping of students. Teachers know their students well. They effectively use team reflection meetings to discuss strategies for improving the achievement of identified students.

Data is used to identify students with special needs and abilities. Good quality provision is made for those needing extra support. Timetables and plans for teacher aides support inclusive programmes. Teacher aides are well used to assist classroom programmes.

A detailed assessment and reporting cycle identifies which assessment tools, suitable for specific areas of the school, will be used to gather data and states when this is to be reported to parents. This information is used to support overall teacher judgements against the National Standards.

There are good models of effective formative assessment practices within the school.

Student engagement with learning Students are well engaged in lessons. They contribute willingly to learning conversations and regularly self and peer assess. Goal setting, informed by student achievement data, is assisting students to become more involved in and responsible for their own learning. They increasingly self direct their learning and reflect on their own choices and their progress and achievement towards personal achievement goals.

Students receive good oral and written feedback and next learning steps in books and learning portfolios. They are able to talk about their learning. Progress against goals is shared at three way student, parent, teacher conferences, promoting home/school partnership. Portfolios provide a good record of each student’s learning and achievement over time.

Areas for review and development

Staff have identified and ERO’s external evaluation also finds that there is a need to continue:

  • developing and embedding the peer observation process amongst teachers which, through reflective observations and internal professional development, is likely to enhance the building of their capacity and knowledge
  • enhancing the development of student voice.

How well are Māori students learning – engaging, progressing and achieving?

Overall, Māori student achievement in reading, writing and mathematics is below that of the wholeschool population. Māori students requiring support are included in annual student achievement targets in these subject areas. There are no Māori students in the well below category of achievement in relation to the National Standards. As a group, Māori students show good progress over time. Māori student achievement information is shared with the Māori community.

A range of strategies is in place to support the goals of the school’s 2011 Māori and Pasifika Programme Development Plan. During three-way student, teacher, parent conferences teachers consult with whānau to find what aspirations they have for their children. A Māori liaison parent works to build effective links with the Māori community. A Māori language teacher assists students with lessons in te reo Māori as well as working working with teachers. Teachers are beginning to weave aspects of te reo Māori into curriculum programmes and some use of the language is evident in classrooms.

Other actions and events support increasing partnership and involvement of whānau. A kapa haka programme, waiata at assemblies and karakia in class contribute Māori dimensions to school life. Māori students are involved in a range of leadership roles. Links with the local Mana Tiaki group have led to the presentation of cultural evenings.

Area for development and review

Teachers have identified that they need to continue to develop their own knowledge and use of te reo Māori. This development is likely to be supported by the school's 2011 Māori and Pasifika Programme Development Plan, which promotes, te reo me ngā tikanga Māori and focuses on success for Māori.

Pacific students

Overall, Pacific student achievement in reading, writing and mathematics is below that of the wholeschool population. Pacific students are also supported by the school’s 2011 Māori and Pasifika Programme Development Plan. English language learning programmes promote Pacific students' learning and a Pasifika dance programme is enjoyed by students each term. A Pacific liaison parent works to build links with the Pacific community.

3. Curriculum

How effectively does this school’s curriculum promote and support student learning?

As an outcome of prioritisation and consultation between school leaders, teachers and the community an English curriculum document and a draft mathematics plan have been developed. The process has led to a sense of ownership and increasing consistency of practice by teachers. Appropriate emphasis is placed on literacy and numeracy.

An inquiry learning approach, drawing on features of the local and wider community, is being developed. It incorporates the key competencies of The New Zealand Curriculum. Teachers are working to increase their understanding of how these will be integrated into classroom programmes.

Syndicate teams plan collaboratively, implementing clear guidelines and expectations for planning.

A range of effective learning strategies is evident in classrooms. These are assisting with the implementation of programmes to better meet students' identified needs.

Teachers support students in learning positive behaviour strategies that enhance classroom engagement. The school-wide approach to behaviour promotes consistency of practice and alignment with the school’s vision and values.

Area for development and review

The school now needs to prioritise the development of guiding curriculum documents in the areas of The New Zealand Curriculum other than English and mathematics.

4. Sustainable Performance

How well placed is the school to sustain and improve its performance?

Leadership and management The management team has been widened to bring a greater range of skills and knowledge to decision making. It is effectively led by the principal.

Appraisal procedures are undergoing redevelopment to separate attestation from development functions. As part of the development approach, teachers are working together to undertake peer observations and learning conversations. Feedback to teachers is supporting development of a positive team culture and recognises work done.

Staff acknowledge that the high level of knowledge, guidance and support of the leadership team is assisting their professional growth, and contributing to stability and improved student learning.

Governance Trustees, staff and parents were involved in developing the charter. Data is used to set student achievement targets. The board receives reports in reading, writing and mathematics with reference to National Standards. These reports are analysed according to ethnicity and gender and are accompanied by sound recommendations for future practice. The board contributes towards additional staffing and resourcing to support learning programmes.

Self review Senior management and staff are aware of the need to further develop understandings about self review to suit the local context. The managers have now defined a process which they will continue to embed as they prioritise areas for development and focus on future improvement. They have identified areas for ongoing development and review.

Community involvement The school’s strategic goal to enhance collaborative partnership and parent involvement in school activities and programmes is contributing to increased engagement, skill development and collaboration. Regular consultation is informing parents and inviting participation.

Transition to school is supported by regular meetings between teachers and early education centres. Transition to secondary school is fostered by strong links between the school and college and by the local cluster of schools.

Safe and inclusive environment A positive behaviour programme is contributing to the settled and caring class and schoolwide environments. Expected behaviours are becoming well known by students. An effective range of pastoral care is available for students, including those with special and high needs. Students know safety procedures and expectations and see the school as culturally safe.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. 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 students' achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

The school did not report to parents in relation to the National Standards in 2010. In order to fully meet the requirements of National Administration Guideline 2A, the school leaders and staff will continue to develop systems so that they can report to parents against the National Standards in plain language, in writing, twice a year from 2011. [Section 60A of the Education Act 1989]

The board of trustees must ensure that the school develops and implements statements on teaching and learning programmes in all areas of the National Curriculum[National Administration Guideline 1(a)]

When is ERO likely to review the school again?

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

 

 

Kathleen Atkins

National Manager Review Services Central Region

31 August 2011

About the School

Location

Tawa, Wellington

Ministry of Education profile number

3035

School type

Full Primary (Years 1 to 8)

School roll

300

Gender composition

Male 51%, Female 49%

Ethnic composition

NZ European/Pākehā

Māori

Pacific

Asian

Other ethnic groups

37%

24%

18%

14%

7%

Review team on site

June 2011

Date of this report

31 August 2011

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

November 2008

December 2005

October 2001