Kawerau Teen Parent Unit

Education institution number:

2758

School type:

Teen Parent Unit

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

Telephone:

07 323 8400

Address:

44 Ballance Street, Kawerau

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Kawerau Teen Parent Unit - 06/06/2017

06 Jun 2017

Findings

Kawerau Teen Parent Unit (Te Tari Ako Mātua Taiohi) is well governed and supported by the principal to effectively promote and support positive outcomes for learners. Community and iwi involvement is a strength. A broad range of subject curriculum and learning programme is responsive to students’ needs and career aspirations. Continuing to strengthen internal evaluation should support ongoing improvement and sustainability.

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

1 Background

Kawerau Teen Parent Unit is an attached unit of Tarawera High School. 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:

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

2 Findings

Context

Kawerau Teen Parent Unit (Te Tari Ako Mātua Taiohi), Teen Parent Education Centre (TPEC) is located in Kawerau and provides education and support for young parents. Tarawera High school is the host school for the TPEC. Te Tari Ako Mātua Taiohi is currently in the process of negotiating with the Ministry of Education the relocation into new buildings on the host school site by the end of 2017.

The TPEC is well supported by the board of trustees and the host school. There is a current Memorandum of Understanding between the host school and the TPEC. The manager and the teaching team remain the same since the last ERO review.

There are currently 15 students enrolled all of whom identify as Māori. Students make good use of the TPU van to transport them and their babies each day. Some students and kaiako travel from Whakatane daily.

The TPEC has made significant progress across all areas identified as the key next steps in the 2013 ERO review. Teachers, in consultation with students, provide and promote formal opportunities for students to strengthen their leadership skills. Students have co-constructed with teachers values identified as MANA and their significance to the TPEC. Leaders and teachers have reviewed the curriculum design to offer broader subject options for students. The manager (TiC), with the support and guidance of the principal, has engaged in professional learning and development to support her growth and leadership. Careers advice and guidance with tertiary providers and other career pathways have been strengthened. Trustees have contributed a significant amount of funding for upgrading the current building to provide safer practices for babies onsite and for improving facilities for the young parents.

In addition, the implementation of a strategic and annual plan for Te Tari Ako Mātua Taiohi aligns to the host school charter and provides clear direction for the TPEC.

Student outcomes

Students achieve National Certificate of Educational Achievement (NCEA) at Levels 1, 2, 3 and University Entrance. In 2016, student leavers’ data show most students leave with NCEA level 3. Many students continue learning and on to tertiary and higher qualifications, or find employment. This data shows that most students stay in the unit for a period of time, make good progress and achieve their goals. Destination information of students is well presented as a visual display in the TPEC classroom, and provides encouragement for current students to reach their goals and aspirations.

Students benefit from parenting programmes and a Mana Tangata programme that promotes self care and ways to educate and parent. Priority is placed on supporting the wellbeing and health of students through the deliberate links to local iwi, marae and the Tūwharetoa wellness centre. These meaningful connections provide culturally inclusive opportunities for students, whānau, leaders and teachers.

Teachers should continue to, in consultation with students, provide daily opportunities for students to lead their learning across the curriculum to reflect the values of ako.

Leadership, management and organisation

Te Tari Ako Mātua Taiohi is well supported, led and managed by the host school, board of trustees and the manager. Together, they have established an effective working relationship. Leaders and trustees continue to provide support for the TPEC transition onto their new site.

There is a current memorandum between the host school and the TPEC. Governance and leadership have continued to upgrade the current building site and reduce issues for the new building site design to address the evident challenges and barriers students are facing with accessing care and placement for their babies in local early education centres, as a result of a growing community.

A recent initiative involving teachers and students co-constructing shared values in the TPEC is developing learner agency. The values of manaakitanga, ako, ngakau pono and awhina (MANA) support students to engage in their learning and maintain respectful relationships with staff.

Leaders and teachers now need to review how the MANA values are reflected in the TPEC current behaviour management system.

Staff have a good understanding of internal evaluation reflected in a rigorous appraisal system and teaching as inquiry. The manager is building effective leadership through internal evaluation. A dedicated leader of learning is focused on students’ progress and achievement and supporting student wellbeing. Leaders and teachers make effective use of digital technology to share professional learning and organisational systems and processes.

Trustees need to continue to support and provide ongoing professional development for the manager specific to building her leadership capabilities in a teen parent setting. This would strengthen leadership’s professional capability and internal evaluation linked to the host schools strategic plan and the Te Tari Ako Matua Taiohi outcomes identified in their annual plan.

Learning

The teachers know the students well. They provide a range of knowledge, skills and subject expertise. Qualified strength-based experienced teachers that have particular skills in literacy, numeracy, science, health and home economics work collaboratively to provide an effective learning programme. Respectful relationships between the teachers and wider school community are evident and provide a sense of belonging for students and their whānau.

Students are well engaged in a meaningful and purposeful learning programme. An authentic learning programme with a vision that all students will gain a food safety qualification has been implemented. Students value learning experiences offered to them, particularly opportunities to further develop their parenting and life skills.

The programme is delivered through co-constructed individual learning plans (ILP), which include goal setting and are responsive to students’ strengths, interests and career aspirations. Through regular reflection with the use of individual school diaries, students are encouraged and supported to monitor their own learning and attendance. Teachers provide useful feedback to support student progress and achievement. Weekly and daily goals are adapted in response to changing needs and aspirations.

Students ERO spoke with talked about the positive and supportive relationships they have with their teachers. A commitment to bicultural practices is evident. Te ao Māori is reflected in daily routines with students leading karakia. The board chair and principal advocate for culturally responsive practices and proactively seek support from local kaumātua to guide tikanga and te ao Māori across the host school and TPEC. Students’ language, culture and identity is valued where students visit Mataatua Marae and other local marae and participate in iwi-led initiatives.

A collaborative relationship with Te Aho o te Kura Pounamu (Te Kura), the Correspondence School, and Tarawera High School staff supports programme delivery, moderation and assessment.

Student support, engagement and transitions

A positive, caring learning environment supports student engagement, progress and achievement. A structured learning programme and timetable provide clear expectations. Students participate in a wide range of relevant learning opportunities that are responsive to their interests, strengths and career aspirations. They benefit from well-planned inductions into the centre and transitions out of the centre.

Student attendance is an ongoing priority. Students track, monitor and display their own attendance. The manager extends her support as the van driver to reduce attendance barriers, build relational trust with students and their whānau, and provide on-going responsive teaching and learning through the informal discussions, shared during van runs.

Student achievement and leadership is regularly celebrated through more formal opportunities, student-led prize giving and market day preparations. Students were recently involved in a National Teen Parent Challenge and research led by a kaiako in the TPEC. This identified positive outcomes and initiatives for young parents within the centre.

Relationships with external partners

Students are supported through a collaborative approach by leadership and governance to access education, health and social providers from the local and wider community. Local whānau and iwi promote initiatives to support positive outcomes for all students. The lack of available space in local early learning services provides challenges for students.

3 Recommendation

ERO, the teacher in charge and the host school principal and trustees agree on the following next steps. Leaders should make greater use of the MOE guidelines and outcomes for current and best practice in the TPEC.

Conclusion

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato and Bay of Plenty

6 June 2017

About the Teen Parent Unit

Location	Kawerau
Ministry of Education profile number	2758
Teen Parent Unit roll	15
Gender composition	Female 15
Ethnic composition	Ethnicity	Number of students
	Māori	15
Review team on site	April 2017
Date of this report	6 June 2017
Most recent ERO reports	Report type	Report date
	Special Review Special Review	November 2013 June 2010

Kawerau Teen Parent Unit - 16/10/2013

16 Oct 2013

1 Background

Te Tari Ako Mātua Taiohi Teen Parent Education Centre is an attached unit of Tarawera High School. There are currently 21 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.

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?

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

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

2 Findings

Context

Te Tari Ako Mātua Taiohi, Teen Parent Education Centre is a Teen Parent Unit (TPU) located in a residential part of Kawerau and provides education and support for young parents until they are nineteen years of age. The recently established Tarawera High School, (formerly Kawerau College), is the host school for the TPU.

A new manager was appointed at the beginning of 2013. The TPU is well supported by the host school and its board of trustees.

All students at Te Tari Ako Mātua Taiohi are Māori. Many students are nearing 19 years of age and are in their last year of study at the unit. All students make good use of the TPU van to transport them and their babies to and from the TPU each day. As some students travel from Whakatane daily, this transport support is essential.

The 2010 ERO review of the Kawerau TPU identified many areas for development and review. The poor quality facility and learning environment is still of significant concern. The board of trustees, principal and TPU staff recognise that the facility is inadequate, and are committed to working towards improving the conditions in which students learn.

Student outcomes

As are result of the closure of the previous host school, there is no historical achievement information for ERO to consider in this report. However students at the TPU are currently progressing and achieving well.

Te Tari Ako Mātua Taiohi is effective in providing positive outcomes for students. Teachers personalise planning so that it aligns closely with students’ learning pathways. Programmes are relevant, meaningful and highly engage students in learning. High-quality teaching practices have built strong relationships for learning between students, and with teachers.

Students demonstrate a clear sense of belonging in their place of learning and enjoy a friendly and inclusive culture. They set specific and short term goals and track and monitor their own progress and achievement.

Teachers have high expectations for students who are well supported to achieve National Certificate of Educational Achievement (NCEA) credits at Levels 1, 2 and 3, and University Entrance.

Key next step

Teachers should now, in consultation with students, seek ways to provide formal opportunities for them to strengthen their leadership skills.

Leadership, management and organisation

Te Tari Ako Mātua Taiohi is well led and managed. The manager works collaboratively with teachers to promote positive outcomes for students. She has quickly developed good systems and processes to ensure the effective management of the TPU.

Staff have a good understanding of self review as a mechanism to promote change and improvement. The appraisal of staff and the collection, collation and analysis of student achievement information provided is well used to inform priorities for development. Data is also collected for attendance monitoring, engagement in learning, and recording the planned destinations of students after they leave the unit.

The TPU manager maintains close relationships with the host school and provides evidence of accountability to the host school principal and to its board of trustees. The host school principal has developed a purposeful Memorandum of Understanding to formalise the partnership between the host school and Te Tari Ako Mātua Taiohi. Trustees are committed to making improvements in the education of teen parents and the care and education of their children.

Key next steps

Trustees and the unit manager now need to improve current practice by placing priority on:

minimising the risk to the host school and unit through the establishment of consistent safe practices for babies onsite at the unit
improving facilities for teen parents
providing professional learning and development for continued growth in the manager’s leadership.

Teaching and Learning

Strong professional leadership encourages staff to develop collaborative and shared teaching approaches. Teachers have high expectations for students to achieve well, to succeed as learners, and to be good parents. Very good teaching and learning programmes and practices are evident. Teachers plan well and develop appropriate programmes that are relevant and meaningful to students’ lives and their planned learning pathways. There is a reciprocal moderation process between the unit and the host school.

Teachers provide good opportunities for students to discuss, think critically and problem solve. They respond immediately with feedback and feed forward to enhance learning. Teachers have a good understanding of self review as a mechanism to promote change and improvement.

Students are highly engaged in their learning. They value the work of their teachers and the approaches taken to assist them to be themselves, and to be able to learn in ways that enable them to succeed.

Key next steps

ERO and management agree that the key next steps for improving positive outcomes for students are:

reviewing the curriculum design and finding ways to offer broader subject options for students
supporting students to engage with the mission, vision and values of the host school and unpack what these mean to them at Te Tari Ako Mātua Taiohi.

Student transitions and engagement

A well planned and managed induction process is in place for students who are present at the TPU at the start of the year. TPU staff are considering ways to make starting points more meaningful for students who enrol at other times in the year. Teachers develop individual education plans with students to enable them to successfully achieve their career aspirations. They encourage parents/whānau of teen parents to participate in the induction process and follow the model teachers’ use in treating their daughters as adults.

Students begin learning immediately on arrival at the TPU. They support each other well to establish a sense of belonging to the TPU. Irregular attendance is an issue for some students. Teachers support students to transition back into the TPU when they return after a prolonged absence and to help them catch up with unfinished work. Attendance is very well monitored and supported by weekly and termly incentives.

A well-managed transition process has been introduced and has the potential to enable students to leave with meaningful qualifications so that they transition successfully into work or a tertiary programme.

Relationships with external partners

Te Tari Ako Mātua Taiohi has a positive and useful partnership with Ngā Rāriki, the Early Childhood Education (ECE) centre, adjacent to the teen parent unit. Students are very satisfied with the level of care and education provided for their children. They indicate that teachers actively seek the aspirations and goals they have for their children. Teachers at the ECE spoke with significant respect for teen parents and identified different ways they work in collaboration and partnership with them.

The TPU has good partnerships with various health agencies, parenting course providers, Youth Parent Providers (YPP) and educational services that support students’ holistic wellbeing. Students have access to the careers development officer, the school nurse and guidance counsellor at the host school.

Key next step

ERO and school leaders agree there is a need to strengthen the careers advice and guidance process in the TPU and with tertiary providers, to assist students make informed decisions about their future learning pathways.

3 Future Action

ERO is likely to review the TPU in 3 years.

Dale Bailey

National Manager Review Services Northern Region

16 October 2013

About the Teen Parent Unit

Location	Kawerau
Ministry of Education profile number	2758
Teen Parent Unit roll	13
Gender composition	Girls 13
Ethnic composition	Māori	13
Review team on site	August 2013
Date of this report	16 October 2013
Most recent ERO reports	Education Review	June 2010