He Puāwai Teen Parent Unit Fraser High School - 14/12/2015

Findings

Students are welcomed into a safe, inclusive environment where they are supported and respected as parents and learners. There is high engagement in a programme designed to respond to their academic and career pathways. Leaders from the host school have successfully worked together establishing respectful, reciprocal relationships at all levels.

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?

He Puāwai Teen Parent Unit Fraser High School(formerly known as Fraser High School TPU) is an attached unit of Fraser High School, Hamilton. There are currently 22 Ministry of Education funded TPUs operating across New Zealand. TPUs provide a flexible and supportive environment for teenagers who are pregnant or who have given birth. 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.

He Puāwai has been in operation since January 2004, working under the governance and management of the host school. The unit is adjacent to Fraser’s Little Feet, the early childhood centre that provides education and care for many of the parents’ children. The unit has a current roll of 24 parents from the wider Waikato region.

At the time of the 2013 Education Review of Fraser High School TPU, ERO identified key priorities for review and development related to:

  • governance and management
  • leadership
  • curriculum, teaching and learning
  • relationships, transitions and engagement.

The unit has made significant progress towards achieving the action plan goals that were developed as a result of the 2013 ERO review. He Puāwai has a current memorandum of understanding (MoU) with the Ministry of Education that defines the relationships and responsibilities between the host school and He Puāwai. The appointment of the Leader of Curriculum (LoC) for He Puāwai in October 2014 has been integral to the progress made. Levels of attendance remain a challenge for learners and teachers. However, there has been a positive shift in attendance and much greater evidence of student engagement and achievement in learning that should lead to meaningful student qualifications.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Governance and Management

The board of trustees, including the principal are providing effective governance and management for He Puāwai. They have established clear and consistent expectations and practices in relation to financial, human resources and property management. In addition, there is now deliberate and close alignment between the Fraser High School vision, values, policies and practices and He Puāwai. Trustees are well informed about operational matters and ongoing reporting about student outcomes enables them to make appropriate resourcing decisions.

Leadership

The LoC is providing well-informed professional leadership for He Puāwai. Her priority in the short time that she has been leading the unit has been the development of:

  • an inclusive, mutually respectful culture for learning
  • high expectations for teaching and learning
  • promoting students’ agency to determine their own vocational and academic pathways
  • increasingly responsive curriculum design and implementation
  • monitoring, tracking and use of a broad range of student achievement information.

The successful changes and positive developments lead by the LOC have resulted in high levels of student engagement, achievement and sense of well being for this group of learners.

Curriculum, teaching and learning

The LoC and the new teaching team have effectively addressed the need to improve teaching quality, curriculum design and implementation. Students now benefit from curriculum and practices that:

  • empower them to make decisions and become independent leaders of their own learning
  • are individualised, flexible and responsive, and reflect students’ aspirations, strengths and career pathways
  • reflect restorative practices that promote positive behaviour, learning, social interactions and mutually respectful relationships.

Teachers are developing a collaborative and strengths based approach that responds to learners’ goals and identified needs. An important next step for the team is the development of a more integrated and culturally responsive curriculum and teaching practices.

Relationships, transition and engagement

The LoC and principal from the host school have successfully worked together to establish respectful and reciprocal relationships at all levels. These effective relationships provide the foundation for open communication, clarity of expectations and mutual trust.

There is a carefully considered and personalised introduction of new learners into He Puāwai that assists them to settle in and quickly focus on their learning. In addition, systematic practices and timely communication with support agencies enables smooth transitions to and from the unit for learners.

3 Sustainable performance and self review

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

He Puāwai is well placed to sustain, continue to improve and review its performance. Factors that contribute to sustainable performance and self review are:

  • the well-informed and highly effective leadership of He Puāwai
  • clearly defined accountabilities, expectations and supportive relationships between the host school, He Puāwai, learners and teachers
  • ongoing, evidence-based self review informing decisions and direction
  • safe and inclusive environments, where learners are supported and respected as parents
  • high levels of student engagement in learning designed to respond to their choices and career pathways.

Key next steps

The board and leaders now need to:

  • more specifically plan for inclusion of He Puāwai learners in the school’s strategic direction
  • develop a MoU, in collaboration with Frasers Little Feet trustees, to formalise the relationship, expectations and responsibilities between the host school, He Puāwai and Frasers Little Feet.

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

Students are welcomed into a safe, inclusive environment where they are supported and respected as parents and learners. There is high engagement in a programme designed to respond to their academic and career pathways. Leaders from the host school have successfully worked together establishing respectful, reciprocal relationships at all levels.

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

Graham Randell

Deputy Chief Review Officer Northern

14 December 2015

School Statistics

Location

Hamilton

Ministry of Education profile number

2759

School type

Teen Parent Unit

School roll

24

Gender composition

Girls 24

Ethnic composition

Māori

Pākehā

13

11

Review team on site

October 2015

Date of this report

14 December 2015

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

August 2013

July 2011

June 2010