Kimihia Parents' College - 08/11/2013

1 Background

Kimihia Parents’ College is an attached unit of Linwood College. There are currently 21 Ministry of Education funded Teen Parent Units (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.

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

Kimihia Parents’ College (KPC) is an attractive purpose-built facility with an attached early childcare centre (ECC). Linwood College is wholly responsible for the management and governance of KPC.

There have been several changes since the 2010 ERO review. These include the appointment of a new head teacher, adult students no longer being enrolled and changes to the management of the KPC. The new principal at Linwood College is leading changes that are designed to significantly improve the quality of the performance and outcomes of the KPC.

KPC has addressed the recommendations from the 2010 ERO report. This has resulted in an improvement in the use of self review, including the use of an external reviewer. There is an increased use of collated and analysed student achievement data, an improved performance management system, and clearly defined roles and responsibilities for staff at KPC.

Student outcomes

The principal and the head teacher have significantly strengthened the college’s purpose and vision to achieve high academic outcomes for all students. Information provided by the centre shows that students who stay at the centre for an extended time and have good attendance, make steady progress towards gaining national qualifications.

Factors contributing to positive outcomes for students include:

  • high expectations for students to achieve
  • a positive culture that supports learning and participation
  • cohesive staff teamwork
  • the improved relationship between the host school and KPC, which is supporting effective practices that promote success
  • strong individual support for learning and career pathways
  • celebrations of student success.

Leadership, management and organisation

The new principal is effectively leading change at the college that has the potential to more fully bring the KPC into a 21st Century learning environment. The head teacher provides strong leadership and management for staff and students at the college. This is contributing to

  • a shared vision and understanding with clear links to the host school’s charter and strategic plan
  • a stronger strategic approach to the future direction of KPC that includes the use of achievement information to develop well-defined annual goals with targets
  • regular meetings between the principal and head teacher to discuss and identify areas of progress and extra support needed
  • stronger relationships with Linwood College staff for professional learning, assessment and moderation.

The board is newly appointed. Trustees conveyed to ERO their commitment, at governance level, to the best outcomes for all students at KPC.

Teaching and Learning

Teachers provide good support for students to access a range of learning opportunities and programmes. They use effective strategies to motivate and engage students. These include:

  • the use of a graduate profile that clearly identifies desired outcomes for students when they exit from the college
  • close monitoring of student progress and achievement and identifying next steps for their learning
  • an increased use of data to inform student feedback and programme planning
  • strong links between students’ identified strengths and interests and their individual programmes
  • intensive one-to-one support for individual students.

Student transitions and engagement

Students take increasing responsibility for their learning with the regular support of teachers. Other aspects of the programme that contribute to effectively engaging students and supporting their transitions include:

  • extensive wrap-around support based on students’ social, emotional and academic needs
  • the individual records of learning that develop independence, encourage students to record and monitor their attendance, set weekly goals for learning and evaluate progress towards meeting them and track their academic progress and achievement.

Students told ERO that another factor that contributes to their engagement is their confidence in the quality of childcare provided by the ECC and their easy access to children when necessary.

The head teacher uses a range of effective strategies to ensure that students’ entry to the college is settled and purposeful. Staff also ensure that students are well prepared when they leave the college for future training or employment. The involvement of students in an external entrepreneurial marketing project is contributing to high levels of student engagement in their learning.

Destination information provided by the college to ERO shows that, over time, many students pursue a wide range of career training and pathways.

Relationships with external partners

The KPC has developed strong partnerships with education, health and social agency providers to support improved student outcomes. The college works with other agencies and organisations to ensure that social and health issues do not become barriers to engagement.

Recommendations

The new board should clarify guidelines and expectations for the governance and management of the KPC.

The head teacher has identified, and ERO agrees, that continual development of self-review practices are maintained as a key priority.

3 Future Action

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

Graham Randell

National Manager Review Services Southern Region

8 November 2013

About the Teen Parent Unit

Location

Christchurch

Ministry of Education profile number

2761

Teen Parent Unit roll

18

Gender composition

Girls 18

Ethnic composition

NZ European/Pākehā

Māori

11

6

Review team on site

August 2013

Date of this report

8 November 2013

Most recent ERO reports

Education Review

Education Review

August 2010

August 2006