Taitoko School

Taitoko School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 14 months of the Education Review Office and Taitoko School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz

Context 

Taitoko School is located in Levin and caters for students in years 1 to 8.

Taitoko School’s strategic priorities for improving outcomes for learners are:

  • improving student learning and achievement

  • developing a quality learning environment

  • promoting education for sustainability.

You can find a copy of the school’s strategic and annual plan on Taitoko School’s website.

ERO and the school are working together to evaluate how well delivery of the school’s literacy curriculum achieves equitable and excellent outcomes for all learners?  

The rationale for selecting this evaluation is:

  • analysis of learner outcomes in writing at the end of 2022 has identified to leaders a need to further develop delivery of literacy practice. Several literacy initiatives are implemented or planned for 2023. ERO and the school will work in partnership to evaluate changes in delivery of the literacy curriculum and report the impact on achieving equitable and excellent outcomes for all learners.   

The school expects to see:

  • equity and excellence for students and accelerated progress for learners working toward curriculum expectations in literacy

  • effective teaching and learning, reflecting shared strategies and new approaches, in the delivery of literacy 

  • teacher inquiry identifies the impact of strategies on learner outcomes and how barriers have been considered and addressed to accelerate the progress of students working toward curriculum expectations

  • the schools’ localised curriculum is documented overtime to reflect shared expectations for teaching, learning and culturally responsive practice.

Strengths

The school can draw from the following strengths to support its goal to achieve equitable and excellent outcomes for all learners in literacy:

  • leaders’ and trustees’ decision making aligns appropriate resourcing to support the introduction of new approaches and access to professional learning and development (PLD) to strengthen delivery of the literacy curriculum

  • the school has established systems and processes to purposefully respond to learners with additional and complex learning needs

  • collaborative practice between staff provides regular opportunities to inquire into their literacy practice, share teaching strategies and incorporate new learning to support learner engagement, progress, and achievement.

Where to next?

Moving forward, the school will prioritise:

  • continued opportunities for teachers, trustees, and support staff, to participate in relevant PLD to build their collective capability and capacity 

  • ongoing documenting of changes to the Taitoko School literacy curriculum as new approaches are embedded into practice

  • gathering information, at points in time, using progress data, teacher inquiry and stakeholder voice to inform evaluation insights into the impact of changes to literacy practice on outcomes for learners. 

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

26 May 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Taitoko School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of March 2023, the Taitoko School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Taitoko School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

26 May 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Taitoko School - 29/01/2021

Findings

The school has improved its capacity to sustain, improve and review its performance. Significant progress has occurred since the 2019 ERO report. School leaders have developed and implemented useful processes and strategies to build teacher capability. Collaboration and building consistency in teaching practice are promoting positive conditions for learning and improved outcomes for students. Curriculum development continues to be an on-going focus for the school.

On the basis of the findings of this review, ERO’s overall evaluation judgement of Taitoko School’s performance in achieving valued outcomes for its students is: Developing.

1 Background and Context

What is the background and context for this school’s review?

Taitoko School, located in Levin, caters for students in Years 1 to 8. The current roll is 227 of whom 125 identify as Māori and 66 as Pacific.

The school’s vision aspires to produce ‘cultural, creative, connected learners’.

The February 2019 ERO report identified significant areas for improvement. Over the past eighteen months the school has participated in an ERO evaluation process to support improvement. During this time trustees, leaders and staff have accessed appropriate external professional learning and development (PLD) to support them in their roles and practice.

This ERO report evaluates the progress made and how well placed the school now is to sustain continuous improvement.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The following aspects of school operation required improvement:

  • ongoing review and development of the school’s curriculum

  • further development of professional capability of trustees, leaders and teachers

  • review and further development of assessment processes and practice

  • better use of evaluation and inquiry to fully understand the impact of strategies and programmes in relation to achieving equity and excellence for students

  • the regular review and development of policies and procedures to align with current legislation and guidance.

Progress

Leaders and teachers have developed appropriate processes to track and monitor student progress and achievement. Students at risk of underachievement are clearly identified. School reported mid-year 2020 data indicates that most students are achieving at or above expectation in reading, writing and mathematics. Māori and Pacific students achieve at similar levels to their peers. The data shows a positive shift in the numbers of students progressing from well below to below, and below to at expectations.

School leaders have developed a localised curriculum aligned to the school’s values, local context and priorities. This has been established in collaboration with students, staff and whānau. Clear expectations guide teaching and learning. Teachers know their students and whānau well and value their language and culture. They use deliberate strategies to engage students in learning. Environments support instruction and students to work in groups and independently. Curriculum development continues to be an on-going focus for the school. The principal has identified that embedding programmes with an emphasis on students knowing about their learning is a next step.

School leaders have developed and implemented useful processes and strategies to build teacher capability. Ongoing PLD supports leaders and teachers to implement a range of programmes and strategies to accelerate progress for students. Staff work collaboratively in teams to promote student well-being, share effective practice, monitor progress and moderate teacher judgements. School frameworks have been established to guide internal evaluation. Team and senior leadership inquiries are evidence-based and improvement focused.

The board is well informed about student achievement, school operation and ongoing developments. Trustees are actively involved in the review of policies and procedures. They have moved to an online portfolio and are following the review cycle. Policies and procedures are robust and align with the school’s operation and practices.

Key next steps

ERO and school leaders agree that key next steps for the school are to:

  • continue to develop and embed the local curriculum

  • extend and implement learning from PLD

  • continue to build capability of trustees to further develop their understanding of roles, responsibilities and legislative obligations.

3 Sustainable performance and self review

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

The school has improved its capacity to sustain, improve and review its performance.

The principal has led a considered and strategic approach to address the areas for development identified in the 2018 ERO report. Collaboration and building consistency of teaching practice are promoting positive conditions for learning and improved outcomes for students.

Leaders and teachers continue to engage in PLD that is focused on building pedagogical leadership and capability across the school. This is resulting in a more targeted response to raising student achievement, particularly in writing.

The school has developed useful frameworks for internal evaluation. Leaders and teachers continue to deepen their understanding to enable them to more clearly identify the impact of new and ongoing developments on outcomes for students.

School leaders and ERO agree a next step is to use internal evaluation processes to:

  • determine the impact and effectiveness of innovations, initiatives and teaching approaches on improved learning and wellbeing outcomes for all students

  • inform changes for improvement.

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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

The school has improved its capacity to sustain, improve and review its performance. Significant progress has occurred since the 2019 ERO report. School leaders have developed and implemented useful processes and strategies to build teacher capability. Collaboration and building consistency in teaching practice are promoting positive conditions for learning and improved outcomes for students. Curriculum development continues to be an on-going focus for the school.

On the basis of the findings of this review, ERO’s overall evaluation judgement of Taitoko School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework:

Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

Phil Cowie

Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

29 January 2021

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.