Findings
Central Takaka School has a culture that is inclusive of all students. Teachers cater well for each student’s learning and wellbeing. Student achievement results show that students are achieving very well in reading and writing.
Next steps for the school include improving self review, and more clearly identifying teaching practices that are promoting high levels of student achievement. The curriculum should be reviewed to include the school’s new initiatives for learning and teaching.
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?
Central Takaka School is a small, rural school on the outskirts of Takaka. It provides education for students from Years 1 to 6. It has an inclusive environment for all students. The school has very close relationships with its families and the wider community. Students have an extensive knowledge of the local environment and are proud of its history.
Central Takaka School is an Enviro School. The vegetable gardens are looked after by the students who are helped by members of the community.
A new principal was appointed at the beginning of 2014. The school has a mix of recently appointed and long-serving staff.
The principal is making good progress towards meeting the recommendations in the May 2011 ERO review report.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The board, principal and teachers make good use of student achievement information to identify students who would benefit from additional support to improve their achievement.
Student achievement results show the majority of students are doing very well in reading and writing. The principal and teachers attribute the students’ success in reading and writing to teachers knowing each student well and providing individual, targeted support.
Teachers make good use of assessment information to identify and support students with special learning needs. Individual education plans provide clear direction and a co-ordinated approach by adults to support students’ learning. Effective processes are in place for identifying those students whose learning and wellbeing need additional support. A range of interventions are put in place. Parents regularly support these initiatives in the classroom and at home. The principal is reviewing the goal-setting process. This should use the best aspects of the current format and continue to focus on outcomes for students with special educational needs.
The majority of students are focused on their learning and take pride in their work. Overall, teachers have high expectations for student achievement and behaviour. They make good use of student interests and use an appropriate range of approaches to help students know what they need to achieve to experience success in their learning.
Parents and whānau are kept well informed about their children’s progress towards achieving the National Standards, what students need to do next to improve their achievement and how parents can help.
Areas for review and development
The principal has identified, and ERO agrees, that the next steps to improve student achievement include:
- teachers reflecting on and recording the ways that their teaching approaches improve achievement for individuals and groups of students, particularly in mathematics
- providing different, well-focused and monitored teaching approaches to help students identified in school targets achieve the expected levels
- tracking the achievement of groups of students as they progress through the school and analysing the reasons for their progress and the success of any interventions.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum provides a good foundation for learning and teaching but does not incorporate new developments occurring in classroom programmes.
The school curriculum provides appropriate guidelines for teachers, and makes strong links to the community and local context, including being an Enviro school.
The respect for and the inclusion of all students, in all aspects of school life, is a priority for the principal, staff and board.
Under the leadership of the new principal, students are becoming more active partners in developing the learning programmes and taking responsibility for the ways that they learn best. Expectations for students to share their learning and support others have increased. These initiatives have been well received by the students who are taking increasing pride in their achievements.
Teachers are making reading, writing and mathematics more meaningful through student links with the community and the use of local contexts.
Areas for review and development
The board and staff have identified, and ERO agrees that:
- the curriculum needs to be reviewed to include new developments to teaching and learning, bicultural perspectives and redefining of the school values
- procedures should be put in place to ensure that all curriculum areas are regularly included in school programmes
- the way teachers plan and assess students' learning should be reviewed to ensure there is continuity between the class programmes.
How effectively does the school promote educational success for Māori, as Māori?
Students have some experiences in using te reo and tikanga Māori as part of their class programmes.
The principal is putting a stronger emphasis on building the students' awareness of the Māori culture in relation to the local history and community relationships. He has consulted with Māori whānau and is using this information to make the school a better place for Māori students to succeed as Māori.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The board has many good systems and practices in place to sustain and improve its performance.
The trustees are knowledgeable about school operations and bring a wide range of skills to the board. They make good use of support networks for boards to help them with decision making and to improve their knowledge of board operations.
The board receives detailed information on student achievement in reading, writing and mathematics. They have made appropriate use of this information to provide resources for students who would benefit from additional support for their learning.
The strategic plan format has been improved for 2014. It has clear goals that focus on improving learning and teaching. The principal reports monthly to the board on progress towards these goals.
The principal is well supported by the board in his role as a first-time principal. They work well together to make improvements to learning and teaching.
Families and the wider community are strongly supportive and actively involved in the school. They are kept well informed about the school and have many opportunities to be part of decision making about programmes for the students and the school.
Areas for review and development
The principal has identified a number of areas where improvements can be made and is working to improve all these areas. He now needs to make plans that prioritise these improvements.
The board and principal would benefit from developing a better understanding of self review and the ways it is used effectively to support school improvement.
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
Central Takaka School has a culture that is inclusive of all students. Teachers cater well for each student’s learning and wellbeing. Student achievement results show that students are achieving very well in reading and writing.
Next steps for the school include improving self review, and more clearly identifying teaching practices that are promoting high levels of student achievement. The curriculum should be reviewed to include the school’s new initiatives for learning and teaching.
ERO is likely to carry out the next review in three years.
Graham Randell
National Manager Review Services Southern Region
12 August 2014
About the School
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Location
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Takaka, Nelson
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Ministry of Education profile number
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3225
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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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27
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Gender composition
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Girls 14 Boys 13
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Ethnic composition
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NZ European/ Pākehā
Māori
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26
1
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Review team on site
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June 2014
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Date of this report
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12 August 2014
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Most recent ERO reports
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Education Review
Education Review
Education Review
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May 2011
June 2008
November 2005
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