Kingslea - Te Puna Wai o Tuhinapo - 22/04/2013

1 Context

What are the important features of this school that have an impact on student learning?

Kingslea School is a composite special school providing education for students in Child, Youth and Families (CYFs) residential facilities in four different locations.

This report is about the education provided by the school at Te Puna Wai o Tuhinapo, a Youth Justice residence, located just out of Christchurch in Rolleston. The school has up to 40 students at any one time.

The students are at this facility because they are alleged to, or have, committed a range of offences. The length of time students are at the school varies significantly, but on average is around three months. In 2012, over 220 students attended the school. Two thirds of the current students are male and Māori.

Since this school’s last ERO review in July 2008, leaders and teachers have maintained many of the strengths noted at that time and made some significant improvements in areas of previous concern, including some aspects of leadership, management and teaching.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

School leaders and teachers make good use of information to foster students’ engagement, progress and achievement. They systematically gather information through national assessment tests to:

  • set useful annual achievement targets and to closely monitor and report the progress students make towards these targets
  • share information with students about their progress and achievement in ways which often help to motivate them
  • identify what students know and still need to learn and to develop well targeted individual programmes
  • regularly report the progress of individual students to a variety of key people.

Students make good progress towards meeting the school’s annual achievement targets. In 2012, over 75% of students met the school’s improvement targets in reading, writing and mathematics.

Areas for review and development

School leaders and teachers should now:

  •  consider ways of setting more challenging achievement targets for more able and “long stay” students
  • make more use of some of the information gathered from individual students to report about changes in attitudes and aspects of their achievement beyond literacy and numeracy.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

This school’s curriculum promotes and supports student learning very well.

Students are provided with a well balanced curriculum. Class and individual programmes give suitable emphasis to literacy, numeracy, health, physical education and the arts. Students take part in a good mix of physical and practical activities.

Teachers and other staff are providing older students with a growing range of learning opportunities, options and pathways. These include NCEA unit standards, STAR courses, Military Activities Courses and other off-site activities.

Students learn in positive classroom environments. Teachers’ relationships with students are supportive, respectful and responsive. Good routines and clear boundaries help students to maintain a strong focus on their learning. Students’ efforts and successes are recognised in ways that help to motivate them.

ERO confirmed that teachers use a wide range of effective teaching practices. These include:

  • having high expectations for students and actively supporting them to meet these expectations
  • planning and teaching individual programmes in ways that help students to achieve success
  • using a good variety of resources , including Information and Communication Technologies (ICT), and effective approaches to support learning and teaching
  • making learning meaningful and relevant.

The learning environments and teaching practices are helping students, who have often been disinterested learners, to better engage in their learning.

How effectively does the school promote educational success for Māori, as Māori?

This school promotes educational success for Māori very well.

Māori students have some good opportunities to learn about their culture. Teachers look for opportunities to acknowledge students’ cultural heritage through topic studies, options and focusing on whakapapa, mihi, carving, waiata and marae protocol. Students have regular reo Māori classes and opportunities to do waka ama.

Teachers use many approaches that are known to help promote and support Māori student learning.

Māori students’ attainment of the school’s annual achievement targets is slightly better than peers in numeracy, similar to them in writing and slightly below in reading.

Areas for review and development

Leaders and teachers should now:

  • consider ways to promote the uniqueness of the students and the school in their curriculum guidelines
  • continue to explore ways to better support students’ transition to other educational settings on discharge.

4 Sustainable Performance

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

This school is well placed to sustain and improve its performance.

The principal, assistant principal and other leaders provide good quality leadership and management. Features of this leadership and management include:

  • student focused decision making, with high importance being placed on providing the best possible education and a clear expectation that students will make good progress
  • systems of delegation that help to use staff strengths, share tasks, build leadership skills and foster sustainable practices
  • working relationships that lead to a positive school culture and high levels of collaboration and teamwork
  • professional development, support and reflective practices that are leading to ongoing improvements to quality of education for students.

The board have developed sound and supportive governance practices. For instance:

  • positive working relationships exist between trustees, principal and other leaders
  • useful strategic goals and reporting processes help to focus their action and inform board decisions
  • they actively promote the school and its role, focus on appointing quality staff and having adequate funds to support new initiatives or address emerging needs (including fundraising)
  • have suitable self review and reporting practices that help to provide assurance about the meeting of its obligations.

Productive working relationships exist between the school and CYFs personnel. These relationships are promoted through regular ongoing communication and meetings between key board, leaders and teaching staff at all levels of the school. Teachers actively contribute information about students' learning and progress at meetings and through written reports. CYFS staff provide helpful support for the implementation of some parts of the school programme.

Areas for review and development

The board and school leaders should extend self-review practice to evaluate the ongoing effectiveness of school programmes and practices.

Provision for students in the school hostel

Students reside in CYPS administered residential facilities.

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.

When is ERO likely to review the school again?

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

Graham Randell

National Manager Review Services Southern Region

22 April 2013

About the School

Location

Rolleston, Christchurch

Ministry of Education profile number

518

School type

Composite Special School

School roll

31

Gender composition

Boys 21 Girls 10

Ethnic composition

New Zealand European/Pākehā

Māori

Pacific

10

20

1

Special Features

School provides education in four different CYF residential facilities. Te Puna Wai O Tuhinapo is one of these sites and is a Youth Justice facility

Review team on site

March 2013

Date of this report

22 April 2013

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

July 2008

February 2005

May 2002