Hawke's Bay School for Teenage Parents - 22/05/2017

Findings

Hawke’s Bay Teen Parent School is well governed and managed to effectively promote and support positive outcomes for learners. A collaborative, well-coordinated approach to supporting students’ holistic development is evident. Individual plans guide learning and support career aspirations. Continuing to evaluate the impact of programmes and practices should support ongoing improvement and sustainability. 

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

Background

Hawkes Bay School for Teenage Parents is an attached unit of William Colenso College. There are currently 24 Ministry of Education funded TPUs operating across New Zealand. TPUs provide a flexible and supportive environment for teenagers who are parents or are about to become parents. Attendance at a TPU gives students an opportunity to continue their education and develop the best possible pathway for their future and the future of their children.

ERO reviews all of the TPUs every three years. Each unit receives an individual report outlining areas of good performance and areas for further development. The terms of reference for these reviews are set out below. The findings across each of the TPUs contribute to a national report by ERO which presents findings about the overall quality of all TPUs.

Terms of Reference

The evaluation focus for ERO’s review of Teen Parent Units is:

How effective are the TPUs in promoting and supporting positive outcomes for students?

In the context of this review, student outcomes include their educational, social, health and wellbeing outcomes. It also includes student destination outcomes, and the success students have in transitioning from the TPU to further education, training or employment.

The terms of reference for the evaluation of TPUs are the:

  1. quality of individual support for each student (including IEPs and educational, pastoral and careers processes)
  2. educational and social outcomes for each student (including the quality of the teaching and the TPU’s self review)
  3. relationship with the base school (including the governance and management of the TPU)
  4. transitions of students into and out of the TPU.

2 Findings

Context

Hawke’s Bay School for Teenage Parents (HBSTP) is situated on the grounds of William Colenso College (WCC). An early childhood centre (ECC) adjoins the unit. HBSTP offers support for the education and wellbeing of teen parents from the wider Hawke’s Bay area and offers transport to and from school each day.

The governing school is WCC. An effective working relationship between the governing school, HBTPS and the ECC continues to support and promote successful outcomes for all learners. The school functions as a department of the college. It is recognised and valued as an integral part of the school. 

The vision and philosophy of the school is clearly articulated by staff and embedded in practice.

Since the November 2013 ERO report, systems and processes to support health and safety have been strengthened. Areas of good practice identified have been sustained. 

Student outcomes

Staff aim to provide a high quality, educational institution for the continuing education of young parents, a place where they can learn in a safe and caring environment with experienced and committed teachers. They have high expectations for all students to achieve academic success.

During their enrolment in the unit most students achieve National Certificate of Educational Achievement (NCEA) qualifications in Levels 1, 2 and 3 and other valued qualifications.  

Students are motivated to improve their qualifications to support themselves and their children better. The data shows a number of students who left at the end of 2016 went on to further education. Overall data shows that students achieve better, the longer they stay. Rates of progress vary according to time spent in the unit and personal circumstances.

Students spoken to by ERO identified positive outcomes in terms of their learning and wellbeing. They highly value the support and the range of learning experiences offered to them and the high expectations teachers have for them to achieve academic success.

Leadership, management and organisation

Governance, management and leadership are effective in ensuring there is a supportive environment that is conducive to students’ learning and wellbeing. There is clear alignment between the WCC and HBSTP strategic and annual plans. Through regular reporting, trustees are well informed about the day-to-day operations of the unit and about student progress and achievement.

Leaders and teachers have clear roles and responsibilities. Two head teachers are responsible for the day-to-day running of the school. Teachers have a wide range of skills and subject knowledge to support curriculum delivery. A support worker is employed to provide pastoral support.

Staff work collaboratively to prioritise and respond to the learning and wellbeing of individual students. They are highly reflective. Teacher inquiry and regular review identify priorities for improvement and inform decision making. Continuing to evaluate the impact of programme initiatives and operations on outcomes for students should support ongoing improvement and sustainability.

A strong collaborative relationship with the ECC is highly evident, promoting positive outcomes for students and their children.

Learning

Staff care about and know the students and their children well. Students are well engaged in purposeful learning. There is a collaborative, well-coordinated approach to supporting students’ holistic development. Teachers provide relevant learning opportunities, with authentic contexts responsive to the needs of individual students. Students are able to access a wide range of learning opportunities within the school and across the community. A collaborative relationship with HBTPS and WCC staff supports programme delivery and assessment. 

Individual learning plans (IPLs) guide learning. Students are supported to identify academic and personal goals based on their interests, needs and aspirations. Whānau group time provides an opportunity for students to track and monitor their own progress. Self-management and student ownership of learning is promoted.

There is a strong focus on promoting Māori learners’ culture, language and identity. As a result of a review of provision to support this, a Māori teacher has been appointed to deliver te reo me ngā tikanga Māori. Teachers are participating in Kia Eke Panuku professional learning and development, led by WCC, to support the development of culturally responsive teaching practices.

Career education is integrated throughout the programme. A dedicated teacher supports and guides students. Vocational pathway plans are developed with students, and reviewed in response to progress and changing aspirations.

Student support, engagement and transitions

A positive, caring learning environment supports student engagement, progress and achievement. The balance of structure, flexibility and choice in the programme is responsive to the needs, interests and aspirations of students. Teachers report that establishing positive relationships and making learning relevant to the students and their children, is an effective strategy to motivate and engage them in learning.

There are well-established systems and processes to support a successful transition into the TPU for the young parent and child. A useful range of information is gathered that enables teachers to get to know each student, and to understand the challenges that may impact on their progress and achievement. This information is used to co-construct ILPs. Ongoing monitoring ensures that goals remain relevant.

Processes to settle children into day-care before formally starting the learning programme are responsive to individual needs. Students spoken to by ERO, appreciate that teachers take the time to get to know their children and the flexibility of time given to settle their child.

There is a well-planned approach to supporting students’ transition to further education, training or employment. A dedicated teacher supports and guides students through this process. Contact is maintained with students and further support provided if necessary. Many students return to the school to share their experiences.

Student input into decision making is valued. Their views are regularly sought and acted on. Students spoken to by ERO appreciate that staff are accessible, listen to their concerns and support them to find solutions to problems.

Regular attendance is an ongoing priority. This is tracked and monitored. To support increased attendance there is a strong focus on maintaining communication with students who are absent or not attending regularly.

Relationships with external partners

Internal systems and processes and well established relationships with education, health and social providers in the community, reduce barriers to engagement in learning and wellbeing. Students are well informed about the services available to them.

3 Recommendations

ERO, the host school principal and board and the TPU manager agree on the following next steps. Leaders and teachers should:

  • continue to evaluate the impact of programmes, practices and operations on outcomes for students in order to support ongoing improvement and sustainability.

4 Conclusion

Hawke’s Bay Teen Parent School is well governed and managed to effectively promote and support positive outcomes for learners. A collaborative, well-coordinated approach to supporting students’ holistic development is evident. Individual plans guide learning and support career aspirations. Continuing to evaluate the impact of programmes and practices should support ongoing improvement and sustainability. 

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

Patricia Davey
Deputy Chief Review Officer Central (Acting)

22 May 2017 

About the Teen Parent Unit 

Location

Napier

Ministry of Education profile number

2747

Teen Parent Unit roll

29

Gender composition

Female 29

Ethnic composition

Māori
Pākehā
Pacific

23
  5
  1

Review team on site

April 2017

Date of this report

22 May 2017

Most recent ERO reports

Education Review
Special Review
Special Review

November 2013
October 2010
August 2006