Taieri Beach School - 14/09/2017

Summary

Taieri Beach School has a roll of 14 children.

Since the 2014 ERO review, the school has developed a strategic plan that is strongly focused on lifting the achievement of all children.

Taieri Beach School has recently joined a professional learning group with other small schools. The focus is on improving boys’ writing and extending moderation practices.

How well is the school achieving equitable outcomes for all children?

The school is responding very well to children whose learning and achievement needs acceleration.

The school has several processes and practices that effectively enable the achievement of equitable and excellent outcomes for children.

At the time of this review children’s learning was enriched by a broad and localised curriculum. Effective teaching practices enable children to take responsibility for their learning.

Children are achieving well. The end of 2016 achievement data shows high levels of achievement in reading, writing and mathematics.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is effectively responding to all children whose learning and achievement need acceleration.

Achievement information showed that a number of children were below the National Standards in reading, writing and mathematics in 2015. However, in 2016 most children made accelerated progress in reading, writing and mathematics. There is still disparity for boys in writing. This has become a school achievement priority.

The school has good processes and practices to enable the teachers to make valid and consistent judgements across the school in relation to the National Standards.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has effective processes to enable equity and excellence for learners.

The school's strategic goals focus on a commitment to building consistently high quality learning. This occurs through an intensive, collaborative approach to improvement, particularly for those children whose progress needs to be accelerated.

The teaching principal and trustees are effectively addressing disparity and achieving equitable outcomes for all children. This is enabled through:

  • strong alignment between the values, vision, strategic planning and curriculum delivery to enable positive outcomes for children
  • thorough reporting and analysis of student achievement
  • explicit strategies and resourcing to support the achievement of all learners.

The vision and valued outcomes defined by the school are, ‘for all children to strive to do their best and be respectful and responsible’. These are strongly enacted by children and adults in the school.

A key valued outcome has been to build student agency so children understand, engage and know about their learning. Children benefit from explicit strategies to strengthen their ability to take control of their learning. This is developing their capabilities to reflect and monitor their individual learning pathways.

Children experience a broad, localised and integrated curriculum which is effectively supporting their engagement in learning, by responding to their interests and strengths. There is a strong focus on mathematics, literacy and science. Teachers make effective use of community expertise, and other schools’ and education networks to improve teaching and learning and increase opportunities for children.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The school is improvement focused and strengthening processes for achieving equity and excellence.

To ensure sustainability of equity and excellence, trustees and the principal need to:

  • more regularly monitor and report on the rates of progress of priority children
  • evaluate the impact of interventions and programmes to be assured that targeted actions are making a difference to outcomes for children whose learning needs acceleration.

Board assurance on legal requirements

Before the review, the board 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 the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

14 September 2017

About the school

Location

Taieri Mouth

Ministry of Education profile number

3840

School type

Full primary (Years 1 – 8)

School roll

14

Gender composition

Boys: 9 Girls: 5

Ethnic composition

Pākehā 14

Provision of Māori medium education

No

Review team on site

May 2017

Date of this report

14 September 2017

Most recent ERO reports

Education review July 2014
Education review May 2010