Takaka Primary School

Takaka Primary School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Takaka Primary 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 

Takaka Primary School is a school for learners in Years 1 to 6, in Golden Bay. The school has both an English-medium and a Māori-medium learning pathway. Takaka Primary is a member of Kāhui Ako ki Mohua. A new Principal joined the school in Term 1, 2022, and a new deputy principal was also appointed.

Takaka Primary School’s strategic priorities for improving outcomes for learners are to build:

  • equity / taurite

  • relationships / whanaungatanga

  • future focus / tiro ki mua.

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

ERO and the school are working together to evaluate how well the culturally responsive curriculum, pedagogy and teaching promotes learner wellbeing and success for Māori, as Māori.

The rationale for selecting this evaluation is:

  • the school has been developing a dual language teaching and learning pathway in recent years

  • data shows scope to enhance literacy achievement across the school, supported by culturally responsive practices

  • leaders aim to grow culturally responsive teaching and learning practices, with a particular focus on supporting Māori success as Māori

  • leaders want to evaluate the success of these changes in teacher practice on outcomes for learners.

The school expects to see enhanced student engagement and raised achievement for Māori, and for all learners. The focus on culturally responsive practices will uphold a commitment to Te Tiriti o Waitangi that promotes the school values and qualities in practice, and fosters student wellbeing, mauri and self-esteem. The school, whānau and community and students will engage collaboratively in this focus to nurture positive outcomes for learners.

Strengths

The school can draw from the following strengths to support the school in its goal to enhance literacy teaching and learning, supported by culturally responsive practices:

  • the new leadership team has worked with shared focus to analyse achievement and wellbeing data, providing clarity and purpose when identifying opportunities for improved practices

  • tools have been developed that provide clarity for teachers about what constitutes culturally responsive practice at Takaka Primary School

  • staff are engaged in professional development for culturally responsive practices, and structured literacy in English and in te reo Māori learning pathways, supporting literacy improvement across the school.

Where to next?

Moving forward, the school will prioritise:

  • developing shared understandings and building consistent approaches to support equity and excellence in literacy teaching and learning, in English and te reo Māori

  • ensuring that culturally responsive practices are strategically embedded through the annual planning process.

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

16 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

Takaka Primary School

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of December 2021, the Takaka Primary 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 Takaka Primary School, 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

16 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

Takaka Primary School - 21/11/2017

Summary

At the time of this review there were 156 children at Takaka Primary School. The school’s roll has been gradually increasing since the previous ERO evaluation in 2014.

A new principal was appointed in Term 4, 2015, and a new assistant principal began in Term 1, 2016.

Since the last review the school has made many improvements. These include:

  • a key focus on promoting a school-wide positive behaviour programme

  • building relationships and connections with children, teachers, parents, whānau and the local community

  • establishing strong links with mana whenua to improve authentic Māori experiences for children

  • the development and strengthening of systems to better focus on outcomes for students

  • children benefitting from a wide range of learning opportunities across a culturally responsive curriculum.

The school has identified and put strategies in place to reduce the disparity in the achievement of boys and Māori in reading and writing.

Mid-year achievement information for 2017 shows positive improvement in reading, writing and mathematics that now needs to be sustained over time.

The school is involved in the Kāhui Ako ki Mohuā|Golden Bay Area Community of Learning (CoL). The principal of Takaka Primary is the Lead Principal of the CoL.

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

The school has a number of effective practices that promote the achievement of equitable outcomes for all children.

Achievement information shows that many children achieve at or above expected levels in reading, writing and mathematics. Achievement is highest in reading and lowest in writing. School achievement information shows in-school disparity for Māori and boys in reading and writing.

The school has a number of effective systems and practices that are supporting the achievement of equity and excellence. These include:

  • children participating and learning in a positive and collaborative school environment

  • the support provided by teachers and leaders to children whose learning needs acceleration

  • effective, culturally responsive teaching strategies that support and promote children’s learning.

School leadership is focused on improving wellbeing and achievement outcomes for all children. Leaders ensure there is an emphasis on the individual learner and their achievement, and promote positive school relationships that support children’s wellbeing and sense of belonging. Parents, whānau and the community are welcomed and involved in school activities and valued as partners in children’s learning.

The board effectively represents and serves the school and education community.

School leaders are aware that some initiatives and systems need to be fully embedded to sustain positive outcomes for children over time.

The school’s next steps include:

  • embedding culturally responsive practices across all areas of the school, and within the school’s strategic plan

  • improving writing performance and outcomes, particularly for Māori and boys.

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 effective in responding to a number of children whose learning and achievement need acceleration. The achievement of Māori children and boys is generally lower than other groups in the school, especially in writing. Leaders are aware of this disparity and have programmes and initiatives in place to improve outcomes for these and other children.

School achievement information shows many children achieve well in reading, writing and mathematics. Interim achievement information for 2017 provided by the school shows a positive trend across these learning areas. It is too early for ERO to evaluate this progress. School leaders are aware that their priority is to ensure the sustainability of this early progress over time.

Teachers focus their teaching practice on children whose learning most needs support. School leaders have intentionally strengthened systems for tracking the learning of individual children. Other improvement initiatives include:

  • an increased teacher focus, planning and reporting frequency regarding the learning of children whose rates of progress are slower than that of others

  • providing a range of targeted interventions that promote innovative and authentic opportunities for learning

  • ongoing board resourcing that supports children’s learning and engagement in classrooms.

School leaders and teachers are focused on improving the reliability of assessment and moderation practices. They use a nationally-developed tool to support them with this.

School conditions supporting equity and excellence

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

The school has a number of processes that are effective in enabling achievement of equity and excellence.

School leaders have a clear strategic vision, priorities and approaches to building capacity and capability across the school that is centred on positive outcomes for children. They effectively promote a school-wide approach to positive behaviour for learning. An increased emphasis on the school values and learning environment is conducive to equity and excellence for student wellbeing and achievement.

School leaders use a well-considered and evidence-based change management process that focuses on community and student engagement, teaching and learning improvements and curriculum development.

The curriculum promotes opportunities for children to actively engage, experience success and achieve excellence in diverse ways and contexts. Children benefit from:

  • teachers inquiring into their practice and working collaboratively to plan a wide range of curriculum experiences built around children’s interests, abilities and needs

  • learning opportunities that are extended through culturally responsive practices and close links with the local community and mana whenua

  • support to take ownership of their learning and being encouraged to talk about their learning and future steps for improvement

  • many opportunities to actively contribute to decisions about the curriculum and school culture

  • regular communication that is building home and school learning partnerships to better support children’s learning.

School processes ensure that children whose learning and achievement need acceleration are clearly identified, monitored and planned for in well-focused, school-wide achievement targets.

Māori children experience opportunities for leadership as members of the “Tamariki Tu” group. Māori student voice is sought often and responded to by school leaders and teachers. Māori children have a variety of opportunities to experience success as Māori.

The internal evaluation approaches introduced in 2015 are helping to improve planned evaluations at school and board levels.

School leaders keep the board well informed and the board is responsive to this ongoing information. Leaders and trustees are well-focused on the strategic directions for school development.

Sustainable development for equity and excellence

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

The school has effective processes to achieve equity and excellence. Some initiatives and systems need to be fully embedded for sustainability.

Priorities for improvement include:

  • embedding cultural responsiveness at strategic, leadership and teaching

  • continuing to focus on improving writing and mathematics for all students, particularly for Māori and boys.

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?

Many children are achieving good educational outcomes. The school has programmes and plans in place to address in-school disparity in educational outcomes.

The agreed next steps include:

  • embedding cultural responsiveness at strategic, leadership and teaching levels

  • continuing to focus on improving writing, particularly for Māori and boys.

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

Jane Lee
Deputy Chief Review Officer Southern (Acting)

Te Waipounamu - Southern Region

21 November 2017

About the school

Location

Nelson

Ministry of Education profile number

3226

School type

Contributing

School roll

156

Gender composition

Boys 59% Girls 41%

Ethnic composition

Māori 12%

Pākehā 82%

Other ethnicities 6%

Review team on site

September 2017

Date of this report

21 November 2017

Most recent ERO report(s)

Education Review August 2014

Education Review July 2011

Education Review August 2008

Takaka Primary School - 21/08/2014

Findings

Takaka Primary School provides a welcoming and inclusive environment. The curriculum encourages students to be innovative problem solvers while respecting and caring for others. Students make good progress and achieve well in reading and mathematics.

Next steps for the school include making better use of self review to bring about improvements and reviewing the curriculum document to better reflect the rich curriculum that teachers are providing for students.

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?

Takaka Primary School provides education for students in Years 1 to 6. It is located beside the Takaka High School and the kindergarten. The staff from the high school, primary school and the kindergarten work together to support transition, learning and the wellbeing of the students.

The school provides an inclusive environment for all students. The board, staff and students maintain close links with the local community. Parents and the wider community are kept well informed about the school. They are encouraged to visit classes and share their interests, skills and knowledge in the programmes. School programmes reflect the community interests in the arts, the environment and sporting activities.

Since the July 2011 ERO report, the school has improved aspects of future planning and continued to strengthen the ways it consults and involves parents in the school.

At the time of the onsite stage of this ERO review the principal was on leave. However, he provided extensive information about the school and student achievement. The deputy and assistant principals are experienced and long-serving staff who represented the principal during the review.

2 Learning

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

The board, principal and teachers effectively use achievement information and their knowledge about students to plan appropriate programmes to meet their needs. The board sets appropriate targets for students who are not achieving at expected levels. These could be made more specific by stating the expected amount of progress students will need to achieve.

Students make considerable progress during their time at school. Most are achieving well in reading and mathematics. They achieve less well in writing. Some of the strategies that have been successful in promoting these high levels of student achievement are shared among staff. Students are likely to benefit even more when teachers share the full range of ways they promote student engagement and learning.

The school has good systems and support for students with specific learning needs. Staff and the wider community provide many opportunities for students to achieve success in all areas of the curriculum. This includes extension opportunities for high achievers.

Teachers provide parents with good information about their children’s progress, achievements and next steps for learning. They regularly meet with parents to provide additional information about the ways children can be helped at home, to achieve success in their learning.

Areas for review and development

The school and ERO agree that the usefulness of reports to the board on student progress and achievement would be strengthened by including more information about what teachers do that effectively support students with their learning.

3 Curriculum

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

The school provides students with a stimulating curriculum that promotes their creativity, thinking and problem-solving skills.

Students participate in a wide range of interesting programmes that successfully incorporate their interests and topics that they would like to learn more about. Teachers also make effective use of the local environment and the skills of members of the wider community to engage students in meaningful learning experiences.

The school is inclusive of all students. Senior students provide good leadership and support to junior students in the playground and in class programmes.

Teachers have high expectations for student learning and behaviour. Many teachers model these expectations in their relationships with the students. They successfully use a range of teaching approaches to encourage students to think creatively while maintaining a strong focus on literacy and mathematics.

Classroom environments are well presented and show that students have a wide range of experiences, particularly through the arts and technology.

Area for review and development

The senior managers and ERO agree that the next steps for the school include:

  • reviewing the school curriculum document to ensure it clearly reflects the rich curriculum provided for the students and the use of the local environment to promote learning, achievement and school pride.

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

Māori students experience positive and caring relationships with their teachers. They are achieving at similar levels to their non-Māori peers. Positive steps have been taken to support Māori students to succeed as Māori. Many students have some opportunities to hear and use te reo and tikanga Māori. Students and teachers are able to visit the local marae and are familiar with Māori stories of Takaka and the Golden Bay area.

The senior leaders and staff have identified, and ERO agrees, that seeking ways to further increase teacher confidence in using te reo Māori in all classes, is the next step.

4 Sustainable Performance

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

The board has a number of good governance and management practices. However, self review needs to be strengthened to sustain and continue to improve school performance.

Trustees have a good understanding of their roles and responsibilities. Positive relationships are evident between the board, staff and community.

Strong community involvement is a positive feature of the school. The school has recently introduced further ways for parents to share their skills and talents with the students and staff to better support student learning and to strengthen community ties with the school.

The acting principal and deputy principal work well together to promote school improvement. Teachers and students have many opportunities to develop their leadership skills and share their strengths and interests.

Areas for review and development

The board and ERO agree that the next steps for the school include:

  • strengthening the teacher appraisal process to align more fully with the expectations of the Professional Standards
  • setting specific targets for students who are at risk of not achieving the National Standards
  • making better use of self-review that could result in improved outcomes for students.

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.

Recommendations

The child protection policy should be reviewed to more closely incorporate current legislative guidelines.

Conclusion

Takaka Primary School provides a welcoming and inclusive environment. The curriculum encourages students to be innovative problem solvers while respecting and caring for others. Students make good progress and achieve well in reading and mathematics.

Next steps for the school include making better use of self review to bring about improvements and reviewing the curriculum document to better reflect the rich curriculum that teachers are providing for students.

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

Graham Randell

National Manager Review Services

Southern Region

21 August 2014

About the School

Location

Takaka, Nelson

Ministry of Education profile number

3226

School type

Contributing (Years 1 to 6)

School roll

162

Gender composition

Girls 53%

Boys 47%

Ethnic composition

NZ European/ Pākehā

Māori

Asian

85%

13%

2%

Review team on site

July 2014

Date of this report

21 August 2014

Most recent ERO reports

Education Review

Education Review

Education Review

July 2011

August 2008

August 2005