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:
The school is a member of the Morrinsville Kāhui Ako.
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.
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.
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’.
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:
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.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Darcy Te Hau
Acting Director Review and Improvement Services
Central Region Te Tai Pūtahi Nui
9 April 2020