Tairangi School - 22/07/2014

Findings

Tairangi School is inclusive and multicultural. It offers students a curriculum enriched by cultural, sporting and performing arts experiences. Staff are developing positive partnerships with the community and parents to support students' learning. Leaders have a collaborative approach. They appropriately target students needing additional support and identify areas for improvement.

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

1 Context

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

Tairangi School in Porirua East caters for Year 1 to 8 students from diverse cultural backgrounds.

The roll is mainly Pacific students, especially Samoan. Trustees and staff reflect the roll composition. The school currently employs a number of teachers fluent in the Samoan language or te reo Māori. For 20% of students, English is a second language.

The school has a welcoming and friendly atmosphere that reflects a caring and inclusive community. Relationships between students, parents, community members and staff are respectful and affirming. Reciprocal visits occur with the local kindergarten to foster a seamless approach to starting school.

Since the 2011 ERO review, a new board of trustees has been established. Teachers have undertaken professional learning with neighbouring schools to raise achievement and to develop consistency in making teacher judgements about students' achievement in literacy.

2 Learning

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

Tairangi School personnel use student achievement data well to make positive changes to learners’ engagement, progress and achievement.

Trustees receive a range of useful information on which to base their decisions. Appropriate targets are set to raise the achievement of groups of students. The programmes for these students are regularly considered and students' progress is monitored.

Student achievement information, in 2013, shows that many students are achieving at or above the National Standards in reading. Boys achieve slightly better than girls in mathematics. The teaching of writing has been a professional learning focus for teachers over the past two years. However, underachievement in writing remains an area to address. Mathematics has also been identified as a priority and will be a focus for teacher development in 2015.

Teachers know students well. They collect a range of achievement data which they use as a basis for grouping students for instruction within the classroom. Teachers are beginning to use student achievement information to more deeply inquire into the impact of their teaching on student learning. Professional development is planned to support this inquiry which is likely to accelerate student learning.

The progress of individual students is regularly reported to parents. Student achievement folders contain an accumulated record of learning and provide a useful source of information on which to set goals. Senior students are supported to set their own goals and to monitor their progress towards these. Strengthening students' knowledge of their next steps is a current focus. Teachers should continue to strengthen student ownership of their learning, including input into curriculum decisions.

3 Curriculum

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

The school's curriculum promotes student participation and supports learning effectively.

Students are offered an enriched curriculum both within and outside of classrooms. It is aligned to The New Zealand Curriculum and has an appropriate focus on literacy and mathematics development. A range of opportunities is provided for Māori and Pacific students to explore and celebrate their culture, language and identity. Sport and fitness are also emphasised and learning includes opportunities to participate in musical and cultural performances.

The school vision and motto 'Ake runga – our best always' and the agreed values are now embedded in school practice. Recently implemented restorative practices have had a positive impact on behaviour. Students are on task, have a positive attitude and state they enjoy learning at school.

Clear guidance is given to teachers in the school's curriculum documents, especially for planning and assessment. Teachers review curriculum areas to ensure learning experiences are relevant and meaningful to students.

Teachers use a range of effective teaching strategies. They plan programmes to meet the needs of individuals and groups of students. Increased use of digital technology is supporting students to further engage. Relationships are positive and affirming.

The school is inclusive. Students with special needs are well supported to participate in class activities. Teacher aides provide additional support within the classroom. The school operates wrap around support for students and their families, and works well with a number of external agencies.

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

Pacific students achieve well in reading and mathematics. Their achievement in writing needs to be raised along with that of other students.

Pacific languages and cultures are acknowledged and celebrated. Opportunities to further develop understandings are offered through curriculum experiences.

Samoan students attend language classes. A Samoan parent group meets regularly and is strongly supportive of the school and its activities. Strong family and community support for activities held to raise awareness of and to celebrate Samoan culture is highly evident.

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

All students are introduced to te reo me ngā tikanga Māori. A pōwhiri is held each term to welcome new students. The school continues to provide all students with opportunities to learn te reo Māori. A Māori student group has been established to strengthen Māori voice within the school.

The school is aware of the need to better involve Māori whānau and to raise the overall achievement of Māori students. A more planned approach to involving whānau, and developing programmes and shared understanding of success for Māori students should be initiated.

4 Sustainable Performance

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

Tairangi School is well placed to sustain and improve its performance. Newly appointed trustees are supportive, willing to train and well informed about key areas of school operations.

The senior leadership team is improvement focused. Planning gives guidance for growth and development in priority areas. Regular professional learning for staff supports these priorities.

Strategic direction is suitably focused on improving student achievement for all students. Appropriate targets are set and high expectations are evident. School leaders regularly review policies and the effectiveness of initiatives.

There is a useful system for appraisal in place. The next step is to incorporate the Registered Teacher Criteria into this process in order to ensure standards for re-registration are fully met. This should support further improvement in the quality of teaching in the classroom.

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

Tairangi School is inclusive and multicultural. It offers students a curriculum enriched by cultural, sporting and performing arts experiences. Staff are developing positive partnerships with the community and parents to support students' learning. Leaders have a collaborative approach. They appropriately target students needing additional support and identify areas for improvement.

ERO is likely to carry out the next review in three years.index-html-m2a7690f7.gif

Joyce Gebbie

National Manager Review Services

Central Region

22 July 2014

About the School

Location

Porirua

Ministry of Education profile number

3029

School type

Full Primary (Years 1 to 8)

School roll

148

Gender composition

Female 52%

Male 48%

Ethnic composition

Māori

Samoan

Cook Islands Māori

NZ European/Pākehā

Tokelauan

Fijian

Other Pacific groups

Other ethnic groups

26%

36%

14%

7%

4%

3%

7%

3%

Review team on site

May 2014

Date of this report

22 July 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2011

September 2008

December 2004