Tamatea School - 22/12/2010

1. The Education Review Office (ERO) Evaluation

Tamatea Primary is a contributing school located in Napier providing high quality education for students in Years 1 to 6. The school roll has grown significantly in recent years. At the time of this review nearly two thirds of the students identify as Māori.

The school has a compact campus, with well maintained grounds bordering shaded areas and covered seating. There are extensive playground facilities offering adventurous opportunities for all ages. The school makes good use of the adjoining public domain for sports activities and the nearby hall for meetings and assemblies.

Since the previous ERO report school leaders, teachers and trustees have developed and embedded rigorous self review. These processes are now well understood, used to identify priorities for improvement, develop and implement plans, monitor progress and evaluate effectiveness. The school has entered a contract for literacy development, and introduced ability grouping in literacy and numeracy across classes aimed at raising student achievement and support individual needs. Junior students enjoy the recently introduced discovery time where explorative learning is facilitated. Developments in the behaviour management system have seen teachers use an increased focus on praise and recognition of success to promote student self esteem and self-regulation.

There is a strong culture of inclusiveness with a curriculum designed to achieve the best outcomes for all students. The principal and school leaders strongly believe in, and together drive the school vision of “children will be provided with opportunities to develop knowledge and understanding in a nurturing environment”. Students are encouraged to have ownership of their own learning.

Student advocacy and knowledgeable role modelling for the school and community are effective outcomes of school leadership at Tamatea Primary. High expectations of teachers, and for student success, are evident throughout the school. Teachers aim to empower children as independent learners. The school charter sets challenging goals that reflect the aspirations of the community, and promotes values based on the key competencies of The New Zealand Curriculum.

Effective teaching is seen in all classrooms, and as a result students are highly engaged in whole class and independent learning opportunities. Teachers are knowledgeable, reflective, and effectively plan a variety of strategies and teaching methods that successfully cater for students’ individual learning needs. A reviewed and developed behaviour management system effectively encourages students to be thoughtful, respectful and supportive in their relationships with each other and with teachers.

Students show significant progress in reading as a result of staff involvement in the ‘Literacy Development Project’, with over three quarters achieving at or above national expectations. Māori students are achieving generally at or above the levels of their peers in the school. In numeracy, students progress and achieve well. Progressive Assessment Test results indicate that 90% of all students achieve at or above national expectations.

Parents are well informed. They receive, clear language, detailed reports that compare student achievement in reading, writing, numeracy and other learning areas to National Standards. Reports include each student’s next learning steps and suggest strategies to help parents support their child’s learning at home.

Community involvement is a high priority in all aspects of the school life. Parents are warmly welcomed into the school and the principal makes genuine efforts to be available to communicate with parents and whānau. A range and variety of strategies, including “community breakfasts” involving key role models, successfully increase the engagement of families and the wider community.

Trustees are representative of the community and are well informed about student progress and achievement. Strategic planning is based on analysed data. Decision making has a clear focus on improving outcomes for all students. The board effectively consulted the community when developing their charter, vision and values. All aspects of the school’s curriculum, vision and values are a part of a rigorous and structured self review cycle.

Future Action

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

2. Tamatea Primary School’s Curriculum

How effectively does the curriculum of Tamatea Primary School promote student learning - engagement, progress and achievement?

School context

Tamatea Primary is a contributing school located in Napier providing high quality education for students in Years 1 to 6. The school roll has grown significantly in recent years. At the time of this review nearly two thirds of the students identify as Māori.

Areas of strength

Curriculum design and review

School leaders have focussed on the review and development of The New Zealand Curriculum, to ensure that it responds to the strengths and needs of all students. Significant developments include:

  • clear expectations for planning delivery and assessment;
  • matrices of skill and knowledge development across the school for literacy and numeracy with appropriate sequencing and progression over the year levels;
  • self-review processes are used to investigate the effectiveness of curriculum decision making in improving student engagement and achievement; and
  • curriculum documents for other learning areas.

The schools vision values and key competencies are an integral feature of the school’s curriculum.

Student achievement and progress

Teachers gather high quality assessment information using a variety of tools. School leaders effectively use analysed data to make decisions about strategies to improve teaching and learning. This information indicates that most students are achieving at or above the national expectations for reading, writing and numeracy.

Māori students achieve at or above national expectations, and in reading and in numeracy and writing achieve at similar or higher levels than their peers. All students make significant progress over time. Student success in learning, sporting and cultural activities is recognised and celebrated. School leaders have identified through their review processes that student achievement in writing will be the next focus for further development.

There are high levels of student engagement in meaningful and authentic learning activities. Students sustain engagement in learning with groups, with buddies and when working independently. The recently implemented behaviour management system focuses on building positive and respectful relationships. It is underpinned by school values and The New Zealand Curriculum key competencies, and has had a positive impact on outcomes for students.

Teachers have high expectations for students as learners. Effective use of cross grouping in literacy and mathematics is suitably informed by assessment data. Progress is tracked and monitored over time, individuals are targeted and then groups are reviewed. Differentiated teaching strategies across and within groups ensure all students’ individual learning needs are responded to. Students are aware of their strengths, progress and development and use this information to set individual learning goals.

High quality teaching is evident in all classrooms. A positive and purposeful atmosphere prevails in these focused learning environments. Learning intentions are clearly communicated and success criteria are visible and in some situations co- constructed. Respectful relationships are evident and verbal feedback is affirming and positive. Good use of open-ended questions encourages thinking and promotes differentiated outcomes.

Teachers are collegial, reflective and have built a strong learning community based on current educational research and practice. They participate in professional learning and development that is appropriately focused on increasing student engagement and responding to individual learning needs.

Parents are well informed through recently developed reports against National Standards, newsletters, information evenings and student progress consultation. Parents are encouraged to be active partners in their child’s learning.

Capability and sustainability

Experienced trustees use student achievement data effectively to inform their decision making about curriculum resourcing and for their own self review. The board are representative of their community and work hard to maintain links with parents, whānau and community.

School leaders effectively manage and review change to promote positive outcomes for students in areas such as The New Zealand Curriculum, assessment practices and teacher professional development.

The principal empowers staff to develop leadership skills and grow in their professional practice. He has high expectations of teachers and parents in respect of student achievement and success.

Areas that have been subject to review and development since the last review include:

  • the implementation of The New Zealand Curriculum;
  • improving the teaching of reading;
  • the effectiveness of the student behaviour management systems;
  • reporting to parents in line with National Standards;
  • differentiated teaching through cross grouping in literacy and numeracy;
  • developing teacher appraisal; and
  • strengthening teaching as inquiry.

Areas for development and review

Through self review the board and school leaders have effectively identified specific initiatives to target for future review. ERO’s external evaluation confirms these plans for ongoing development. ERO has confidence that the board, the principal and school leaders have the capability to continue to identify, address and sustain ongoing improvements as the need arises.

3. Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Tamatea Primary School completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

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

During the review, ERO looked at the school’s documentation, including policies, procedures and records. ERO sampled recent use of procedures and ERO also checked elements of the following five areas that have a potentially high impact on students’ achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment);
  • physical safety of students;
  • teacher registration;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

4. Future Action

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

 Kathleen Atkins

National Manager Review Services

Central Region

 22 December 2010

About The School

School type

Primary (Year 1 – 6)

Decile1

3

School roll

184

Gender composition

Male 54%,

Female 46%

Ethnic composition

Māori 62%,

New Zealand European/ Pākehā 26%,

Other ethnic groups 10%,

Pacific 2%

Review team on site

November 2010

Date of this report

22 December 2010

Previous three ERO reports

Education Review June 2008

Education Review June 2005

Accountability Review November 2001

 

22 December 2010

To the Parents and Community of Tamatea Primary School

These are the findings of the Education Review Office’s latest report on Tamatea Primary School.

Tamatea Primary is a contributing school located in Napier providing high quality education for students in Years 1 to 6. The school roll has grown significantly in recent years. At the time of this review nearly two thirds of the students identify as Māori.

The school has a, compact campus, with well maintained grounds bordering shaded areas and covered seating. There are extensive playground facilities offering adventurous opportunities for all ages. The school make good use of the adjoining public domain for sports activities and the nearby hall for meetings and assemblies.

Since the last ERO report school leaders, teachers and trustees have developed and embedded rigorous self review. These processes are now well understood, used to identify priorities for improvement, develop and implement plans, monitor progress and evaluate effectiveness. The school has entered a contract for literacy development, and introduced ability grouping in literacy and numeracy across classes aimed at raising student achievement and support individual needs. Junior students enjoy the recently introduced discovery time where explorative learning is facilitated. Developments in the behaviour management system have seen teachers use an increased focus on praise and recognition of success to promote student self esteem and self-regulation.

There is a strong culture of inclusiveness with a curriculum designed to achieve the best outcomes for all students. The principal and school leaders strongly believe in, and together drive the school vision of “children will be provided with opportunities to develop knowledge and understanding in a nurturing environment”. Students are encouraged to have ownership of their own learning.

Student advocacy and knowledgeable role modelling for the school and community are effective outcomes of school leadership at Tamatea Primary. High expectations of teachers, and for student success, are evident throughout the school. Teachers aim to empower children as independent learners. The school charter sets challenging goals that reflect the aspirations of the community, and promotes values based on the key competencies of the New Zealand Curriculum.

Effective teaching is seen in all classrooms and as a result students are highly engaged in whole class and independent learning opportunities. Teachers are knowledgeable, reflective, and effectively plan a variety of strategies and teaching methods that successfully cater for student’s individual learning needs. A reviewed and developed behaviour management system effectively encourages students to be thoughtful, respectful and supportive in their relationships with each other and with teachers.

Students show significant progress in reading as a result of staff involvement in the ‘Literacy Development Project’, with over three quarters achieving at or above national expectations. Māori students are achieving generally at or above the levels of their peers in the school. In numeracy students progress and achieve well. Progressive Assessment Test results indicate that 90% of all students achieve at or above national expectations.

Parents are well informed. They receive, clear language, detailed reports that compare student achievement in reading, writing, numeracy and other learning areas to national standards. Reports include student’s next learning steps and suggest strategies to help parents support their child’s learning at home.

Community involvement is a high priority in all aspects of the school life. Parents are warmly welcomed into the school and the principal makes genuine efforts to be available to communicate with parents and whānau. A range and variety of strategies, including “community breakfasts” involving key role models, successfully increase the engagement of families and the wider community.

Trustees are representative of the community and are well informed about student progress and achievement. Strategic planning is based on analysed data. Decision making has a clear focus on improving outcomes for all students. The board effectively consulted the community when developing their charter, vision and values. All aspects of the school’s curriculum, vision and values are a part of a rigorous and structured self review cycle.

Future Action

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

Review Coverage

This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:

  • what is known about student achievement information, including the achievement of Māori and Pacific students;
  • decisions made to improve student achievement using assessment and selfreview information; and
  • teaching strategies and programmes implemented to give effect to the school’s curriculum.

ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.

 Kathleen Atkins

National Manager Review Services

Central Region

General Information about Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in schools; and
  • provide information to parents, communities and the government.

Reviews are intended to focus on student achievement and build on each school’s self review.

Review Focus

ERO’s framework for reviewing and reporting integrates the following:

  • school curriculum;
  • national evaluation topics –contribute to the development of education policies and their effective implementation; and
  • the Board Assurance Statement, including student and staff health and safety.

ERO’s review is responsive to the school’s context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.

ERO also builds on the school’s own self-review information. ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information to improve student learning.

This helps ERO to answer the major evaluation question for reviews: 

How effectively does this school’s curriculum promote student learning - engagement, progress and achievement?

Areas for Development and Review

ERO reports include areas for development and review to support on-going improvement by identifying priorities. Often the school will have identified these matters through its own self review and already plans further development in those areas.

1 School deciles range from one to ten. Decile one schools  draw their students from low socioeconomic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides.