Tatuanui School

Tatuanui School - 09/04/2020

School Context

Tatuanui School is a rural contributing school situated in the outskirts of Morrinsville. The school caters for students in Years 1 to 6. At the time of this ERO review, nine children identified as Māori. Since the September 2016 ERO report, the roll has grown to its current roll of 136. Leadership has remained consistent and approximately half of the teaching team has since joined the school. The board of trustees is led by an experienced chairperson, other trustees have a range of skills and experience.

The school vision ‘Empowered 21st Century Learners’ is underpinned by ‘we care’ (caring, attitude, responsible, respectful, enviro kid) values for ‘A Tatuanui Child’ who will be: ‘self-motivated, resilient, problem solvers, communicators, and collaborators’.

Staff have accessed professional learning and development in learner agency, writing, and digital technology.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • reading, writing, mathematics
  • social studies, the arts and aquatics.

The school is a member of the Morrinsville Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is working towards achieving equitable and excellent outcomes for all its students. Achievement data for 2017 to 2019 shows that most students are achieving at or above national curriculum expectations in writing, reading, and mathematics. Girls significantly outperform boys in reading and writing. The school’s most recent data in writing shows improved achievement for both gender groups, however, the disparity for boys remains. In mathematics, a significant improvement in achievement for boys over time has led to comparable levels of achievement with girls.

School data shows most students are achieving within curriculum expectations in aquatics, social studies and the arts.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Data for 2019 shows acceleration for approximately half of the identified students who need this in reading and writing, and some students in mathematics. The school’s recent professional development focused on writing and student agency is showing improved outcomes for boys in literacy. Māori students are accelerating at similar rates to their peers in literacy.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Leaders provide effective professional learning opportunities. A recent focus on resilience and writing is reducing disparity and improving outcomes for those students who need this. Well-established systems to monitor and track student achievement shows that professional learning and development benefits students. The school is supported by a well-informed, responsive board of trustees who are focused on improving outcomes for students. Trustees resource and fund learning programmes that contribute to accelerated progress.

Caring, collaborative and organised learning environments enables students to achieve success. Classrooms are well resourced with an appropriate focus on literacy and mathematics. Teachers use a wide range of effective strategies to engage and support students to be increasingly independent in their learning. A range of planning and assessment tools enhance consistency of practice throughout the school. Students with additional needs are included and supported in calm, positive classrooms. Timely communication encourages positive relationships with parents, family and whānau. Effective systems and affirming relationships are contributing to positive outcomes for students.

The school curriculum offers a wide range of authentic learning opportunities. A recent digital technology and learner agency focus, fosters children’s engagement in learning. Access to context-based learning through sustainability education, sporting and various cultural focuses underpins the curriculum. A range of tikanga Māori practices are developing in the school and contributing to a sense of belonging for Māori students. Appropriate emphasis is given to a breadth of learning areas as outlined in The New Zealand Curriculum. Strong school values are visible and enable a sense of community and belonging. Children benefit from a culture of care that fosters confidence and contributes to the aspirations for a ‘Tatuanui Child’.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Students achievement and progress is closely monitored by leaders and teachers. They now need to give priority to the improved use of achievement data through:

  • targeted use of data to accelerate the learning of identified groups of at-risk students, particularly boys
  • collective responsibility for the alignment of teacher inquiry linked to schoolwide targeted students
  • internal evaluation to monitor the impact of initiatives and inform decision making about resource planning and continuous improvement.

Leaders and ERO agree that continued development of learning partnerships with the community and iwi, to inform local contexts with a bicultural focus, should further enhance the school curriculum.

3 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
  • finance
  • 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 Children’s Act 2014.

4 ERO’s Overall Judgement

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

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.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • effective leadership that is focused on continual improvement for equitable and excellent outcomes for all students
  • a responsive schoolwide culture that promotes learning success
  • a wide and rich curriculum that promotes engagement and sense of belonging.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • the effective use of achievement information to inform ongoing improvement
  • strengthening the localised school curriculum to enhance identity within a bicultural context.

Darcy Te Hau

Acting Director Review and Improvement Services

Central Region Te Tai Pūtahi Nui

9 April 2020

About the school

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

Tatuanui School - 23/09/2016

1 Context

Tatuanui School is a contributing primary school catering for students in Years 1 to 6. The roll of 117 children includes, 17 who identify as Māori, 2 of Pacific origin and 16 from a number of other ethnicities. There has been a significant increase in the roll from 2014.

The school continues to benefit from a supportive board of trustees who bring a wide range of useful skills to their roles and since 2016 a settled teaching team has been established.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are to reach their full potential, aiming for excellence and being the best they can be. This vision is underpinned by the skills of:

  • problem solving
  • risk taking
  • thinking
  • researching
  • literacy and mathematics.

The valued outcomes for children are supported by the values of care, attitude, respect, responsibility and environmental citizenship.

The school’s achievement information from 2013 to 2105 shows that most Māori children achieve at or above the National Standards in reading, writing and mathematics and approximately 80% of all other children at the school. The school's 2015 National Standards data indicates that 17 out of the 40 boys had yet to achieve the standard in reading and writing. Accelerating the achievement of boys is an ongoing action that the school is working on to improve.

A range of assessment tools and other assessment tasks are used in reading and mathematics to assist teachers to make reliable judgements in relation to National Standards in these areas. In writing teachers work together to share professional knowledge and assist each other in making judgements about children's achievement in relation to National Standards. Writing learning progressions that are linked to curriculum levels, and National Standards requirements are used by teachers to gather ongoing information about children's achievement that supports the National Standard judgement.

Since the last ERO evaluation leaders have accessed professional learning for teachers in reading, writing and mathematics. They have refined and strengthened systems for identifying children's achievement levels. These systems support leaders and teachers to effectively monitor the progress and achievement of all children over time. The school has participated in a variety of external professional learning and development in writing, information and communication technologies, and mathematics. In addition, the school has continued to be heavily involved in the EnviroSchools environmental sustainability project.

3 Accelerating achievement

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

The school has identified that there is more work to do to respond effectively for children whose learning needs acceleration. Assessment information indicates that the school is effectively accelerating the progress of many children. However, there is a number of children who were achieving below expected levels at the end of 2015, 23/71 in reading, 24 in writing and 21 in mathematics. The school monitoring of 2016 data for midyear identifies those still needing acceleration as well as those clearly on a path to succeed.

Factors that are contributing to accelerating achievement at the school include:

  • The positive impact of teachers' professional learning particularly in writing. This has included building teachers' curriculum knowledge about progressions of children's learning.
  • An increased focus from teachers on accelerating achievement.
  • Positive and inclusive relationships that are evident between teachers and students that's support a partnership for learning.
  • Useful processes that support children to be aware of their current achievement and next learning steps, particularly in writing.

To further promote accelerated progress priority should continue to be given to:

  • strengthening leadership of learning in the school to further build teachers' capability to respond more effectively to boys learning
  • further develop systems that support teachers to reflect on the effectiveness of their teaching practice to accelerate the progress of at risk learners. As part of this consideration should be given to reflect the intent of the Ministry of Education documentTātaiako.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

Tatuanui School's broad curriculum is placing priority on literacy, mathematics and providing equitable outcomes for all children. The long standing involvement in the EnviroSchools programme and regular participation in rural events provide children with many opportunities to experience real-life and meaningful learning opportunities. Children's enjoyment at school is fostered by a strong family-like atmosphere that includes many opportunities for them to develop leadership skills, and where tuakana/teina relationships are clearly evident.

The school's curriculum is well documented and clearly reflects the principles of The New Zealand Curriculum (NZC). School leaders are reviewing and refining this curriculum to:

  • set more specific expectations for the teaching of literacy and mathematics
  • establish, with teachers, agreed expectation for effective teaching practice and particularly to raise the achievement of students needing acceleration
  • to identify strategies and approaches that particularly supports the accelerated progress for boys.

Trustees are well informed about children's achievement and use this data to guide their decision making. They set annual targets in the school's charter focused on raising achievement. Trustees are reviewing the format of these targets to more specifically focus on those children below the National Standards. This is likely to assist them to more effectively monitor and track the progress of targeted students, and to evaluate the effectiveness of their decisions.

School leaders use their knowledge and experience to focus on equitable outcomes for all children and school improvement. As leaders of learning they are focusing on building teachers' professional capability to more effectively respond to the school's achievement challenge. School leaders have implemented processes to support teachers to make reliable judgements in relation to the National Standards, especially in writing. These processes need to be further refined and extended to reading and mathematics.

Parents are well informed about their children's learning through written reports, parent interviews and student-led conferences. Families contribute and participate in many school events and are regularly involved in consultation about school direction. They value the approachability of teachers and the principal. Leaders and teachers should now consider establishing stronger partnerships with parents that enable them to more meaningfully support their children's learning at home, especially for target students.

Teachers work well together to promote learning for children. ERO observed examples of teachers using highly effective strategies that support children's engagement in meaningful learning. These examples demonstrate an inclusive approach to supporting children with diverse learning and health needs.

Māori children's language, culture and identity is acknowledged and supported by a growing and strengthened relationship with local marae, celebration of Mātariki and the inclusion of Māori concepts in the EnviroSchools programme.

Internal evaluation practices are well informed by student achievement information. Trustees undertake regular review of school policies, and along with the principal, access appropriate external expertise to support school development.

5 Going forward

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

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond to the strengths, needs and interests of each child
  • regularly evaluate how teaching is working for these children
  • need to systematically act on what they know works for each child
  • need to have a plan in place to build teacher capability to accelerate the achievement of all children who need it.

Strengths of the school to promote equitable outcomes for all students include:

  • good-quality stewardship by the board of trustees who are supportive of leaders and teachers and are focused on ongoing school improvement
  • the clear vision that school leaders have on raising achievement across the school through building teacher capability and implementing systems that clearly identify, monitor and support the learning of children at risk of not achieving
  • the provision of a broad curriculum that engages children in real-life learning opportunities
  • positive and respectful relationships among teachers, children and families
  • implementation of some highly-effective teaching strategies, particularly by the experienced teachers in the senior area of the school.

The school is working to accelerate the progress of children at risk of under achieving, particularly boys. To address this lack of progress the school should continue to refine current strategic plans giving priority to:

  • setting specific targets in the school's charter that focus specifically on those children below the National Standards
  • refining the school's curriculum to set clear expectations for effective teaching practices at Tatuanui School, particularly in the areas of reading and mathematics
  • continue implementing a focused approach in building teacher capability
  • refining processes that support teachers to reflect on the effectiveness of strategies that they use to accelerate children's learning
  • supporting parents of children achieving below expected levels to assist them to help their children's learning.

Since the on-site stage of the review, the school has reviewed and modified their charter targets for 2016, and submitted them to the Ministry of Education. These specific targets will support and assist the school in developing their raising achievement plan.

Action: The board, principal and teachers should use the findings of this evaluation, the Effective School Evaluation resource, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to develop more targeted planning to accelerate student achievement. Planning should show how processes and practices will respond effectively to the strengths and needs of children whose learning and achievement need to be accelerated.

As part of this review ERO will continue to monitor the school’s planning and the progress the school makes. ERO is likely to carry out the next full review in three years.

6 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 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

7 Recommendation

ERO recommends that the school continue to review and refine its strategic plan and learning and teaching practices for raising student achievement for students needing acceleration. Attention to these areas for development identified in this ERO report should support this review of practices.

Lynda Pura-Watson

Deputy Chief Review Officer

23 September 2016

About the school

Location

Near Morrinsville

Ministry of Education profile number

1983

School type

Contributing (Years 1 to 6)

School roll

117

Gender composition

Girls 52% Boys 48%

Ethnic composition

Pākehā

Māori

Other

Other Asian

70%

15%

8%

7%

Review team on site

May 2016

Date of this report

23 September 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2013

August 2010

November 2007