Tauranga Primary School

Tauranga Primary School - 10/09/2019

School Context

Tauranga Primary School is located in Tauranga city and provides education for students in Years 1 to 6. The current roll of 450 includes 74 Māori students and an increasing number of students from culturally diverse backgrounds. There are currently 13 international students enrolled at the school.

Since the previous review in 2015 the principal and the teaching team have remained mostly the same and there have been new trustees elected. The school has had some modernisation and students learn in both innovative learning environments (ILE) and traditional teaching spaces.

The school is part of the Tauranga Peninsula Community of Learning (CoL)|Kāhui Ako. Teachers have undertaken a range of professional learning and development opportunities initiated by the school and the Kāhui Ako.

The school’s mission statement states that students will learn in a caring and collaborative learning community which inspires curiosity and encourages creativity. They will be challenged academically and socially to develop and make meaning of their world. The school’s vision states that ‘together we are learning to go places, Akonga tātou, ngā haere ki wāhi kē.’ This is supported by The Tauranga Primary School Way where the aim is to develop children’s skills and attributes as thinkers, communicators, team players, self-managers and contributors.

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

  • reading, writing and mathematics
  • learner engagement
  • special educational needs (SENCO).

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 achieving excellent outcomes for most and working towards achieving equity for all students.

Achievement data from 2015 to 2018 shows a consistent pattern with most students achieving at or above national expectations in reading, writing and mathematics. This data indicates that girls achieved at higher levels than boys in reading and significantly higher levels in writing. Boys slightly outperform girls in mathematics. In 2018 most Māori students achieved national expectations in reading, writing and mathematics. There is slight disparity between Māori and Pākehā in mathematics, reading and writing. This information also shows that most Pacific students achieve at or above national expectations in reading, writing and mathematics. Information collected in a survey of students indicates that the school effectively supports student wellbeing and learner engagement.

Students with additional learning needs are making good progress against their individual learning and behaviour goals.

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

The school is accelerating learning for some students who need this.

Data gathered in 2018 on the provision of additional reading programmes indicates that the interventions effectively accelerated student achievement for some Māori and others.

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?

Students learn in caring and inclusive environments. They benefit from warm and respectful relationships with staff. There is a strong focus on providing students with strategies and building dispositions that will support self-management and wellbeing. They are encouraged to work cooperatively with their peers in ability, mixed ability and social groupings. Students with additional learning needs are identified and well supported and integrated through a range of additional programmes and initiatives. Input from external agencies is accessed where appropriate to support these learners. Effective strategies are used to communicate with, and engage parents, whanau and community. Parents and whanau spoken to by ERO feel welcome and involved in their child’s learning. Students are provided with equitable opportunities to be extended across curriculum areas, including cultural, sports, leadership and the arts.

Leaders work collaboratively to support the school’s identified priorities. They build relational trust at every level of the school community. Leaders use a range of evidence from evaluation and inquiry to review strategies and practices for improvement. There is a planned and considered approach to building teacher capability through appropriate professional learning and development to respond to priority learners. Leaders and teachers have established effective processes for student transition within and through the school to improve outcomes for at-risk learners. Leaders are well supported by the board of trustees to implement initiatives that accelerate progress for students, including those whose learning is at risk.

Teachers provide productive and well-managed learning environments. They work cooperatively to share knowledge and expertise to improve outcomes for students, including those at risk. Teachers use a good range of positive and inclusive practices that respond to learner diversity. Programmes are differentiated to meet learner needs, particularly in literacy and mathematics. Teachers naturally integrate culturally responsive practices, including te reo into the daily teaching and learning programmes. Students are supported to be self-managing and independent learners. They have a strong understanding of the school’s learning model and are highly engaged in all aspects of the curriculum.

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

To further support equity and excellence, ERO and the school have agreed the following:

  • the refinement of targets to include all identified groups of at-risk learners and report regularly to the board how effectively their progress is being accelerated
  • to further develop coherent systems to evaluate the effectiveness of programmes and initiatives that seek to achieve the school’s valued outcomes
  • to continue to strengthen students’ understanding of their learning pathways, particularly their progress and next learning steps.

Provision for international students

The school is signatory to the Education (Pastoral Care of International Students (Code of Practice 2016 (the code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the code.

At the time of this review there were thirteen international students attending the school.

The school has comprehensive systems and processes to support the wellbeing and learning of international students. Students’ cultures are valued through the inclusive learning environments. Induction and orientation for students and parents is well considered to promote their positive involvement in school activities. There are effective systems for identifying and responding to individual learning needs, including regular access to English language learning programmes.

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 Tauranga Primary School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance 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:

  • leadership that is focused on school-wide improvement
  • a culture that effectively supports student learning and wellbeing
  • learning environments that support high levels of student engagement.

Next steps

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

  • refining school-wide target setting and reporting to include all at risk learners
  • strengthening school-wide practices that show the impact of initiatives and programmes on accelerating student achievement
  • extending practices that enable students to monitor and make decisions about their learning pathways.

Phillip Cowie

Director Review and Improvement Services

Central Region

10 September 2019

About the school

Location

Tauranga

Ministry of Education profile number

1991

School type

Contributing

School roll

437

Gender composition

Male 54% Female 46%

Ethnic composition

Māori 17%
NZ European/Pākehā 57%
South East Asian 5%
Other European 4%
Other 10%
Asian 7%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

June 2019

Date of this report

10 September 2019

Most recent ERO report(s)

Education Review September 2015
Education Review September 2012
Education Review May 2009

Tauranga Primary School - 11/09/2015

Findings

The principal, leadership team, teachers and trustees are focused on inspiring students to realise their potential as learners. Students are well engaged and experience success in a wide range of academic, sporting and cultural activities. An effective partnership with parents and the school’s community supports a positive learning environment.

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

1 Context

What are the important features of this school that have an impact on student learning?

Tauranga Primary School is located in Tauranga City and provides high quality education for students in Years 1 to 6. Since the 2012 ERO review, a new principal and deputy principal have been appointed and a new board of trustees elected. The school roll has continued to grow and is currently 476 students, including 80 students who identify as Māori. There are 13 International students from Korea enrolled at the school. The technology centre caters for Years 7 and 8 students from local primary schools. A Reading Recovery tutor, Group Special Education speech clinic and itinerant teacher of the deaf are located on site.

Effective leadership, staffing and a strong commitment to improving students’ learning are features of the school. There is a strong focus on developing collaborative teaching practices where teachers have a collective responsibility for learners.

The school has responded successfully to the agreed priority in the 2012 ERO report to strengthen te reo and tikanga Māori practices throughout the school. The school’s vision ‘Together, we are learning to go places - Akongia tātou, ngā haere ki wāhi kē’ permeates all aspects of school organisation, management and school life.

Parents and students appreciate the approachability and openness of school leaders and teachers. Students benefit from an inclusive, purposeful and positive school culture.

The school has a positive ERO reporting history.

2 Learning

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

School leaders and teachers use achievement information very well to make positive changes to learners’ engagement, progress and achievement. This information is gathered, analysed and used by teachers and leaders, to improve outcomes for learners. Student achievement information is also used to set specific school-wide, class and individual learning targets, and identify and provide appropriate programmes for students needing support or extension. Teachers use this information to effectively guide planning and teaching that caters for the learning needs of all students. Overall teacher judgements about student achievement are informed by day-to-day observations of individual students, and assessments that provide national comparisons. Students are well engaged and motivated to learn.

Nearly all students, including Māori students, achieve at and above National Standards in reading, writing and mathematics. Progress is evident throughout the year and well reported to trustees and parents. Senior students are aware of their progress and achievement, and share this information in conferences with their parents and whānau.

School assessment processes and practices enable professional learning conversations and a collective approach to enhance learner outcomes. Teachers build positive and culturally responsive relationships with students that promote confident and connected life-long learners. Staff professional learning is focused on enhancing teacher capability and accelerating student achievement.

The Tauranga Primary School learning model is clearly evident and underpinned by collaborative and reflective practices that align to the school vision, values, goals and priorities. The learning community has established a culture of high expectations and a focus on continual improvement. Parents are valued as partners in learning and have many opportunities to engage in their children’s learning.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. This student centred curriculum is future focused, responsive, holistic and inclusive. The school is effectively reviewing its curriculum to ensure it meets the needs of 21st Century learners. High quality teaching practice and innovative learning environments are informed by current educational research and best practice.

Knowledgeable school leaders work well as a team and are leading curriculum development. They articulate high expectations for student learning and achievement, and for teachers as professionals. There is a school-wide focus on literacy and mathematics. Teachers successfully support students to develop skills, learning strategies and positive attitudes.

Skilled teachers confidently use their professional knowledge to provide programmes of learning that motivate and engage students. Information and communication technologies are used as a tool to facilitate communication with the school community and wider world to support and enhance learning. Students benefit from meaningful learning opportunities within the local and wider community.

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

Māori student identity, language and culture is affirmed. This promotes educational success for Māori, as Māori. The principal has taken a strategic approach to ensure that Māori students and their families are connected and actively involved in the life of the school. Māori students are experiencing success in their learning, and are achieving as well as their peers in reading, writing and mathematics.

Key staff have leadership responsibility for providing support for teachers to implement school-wide guidelines for the delivery of te reo Māori programmes and cultural activities. Teachers have created culturally appropriate learning environments where te reo Māori is modelled, spoken by the students, and visible throughout the school. Students participate in historical and cultural experiences of significance to Māori in Tauranga Moana.

The concept of whanaungatanga is strongly evident within the school. Extended whānau relationships and interactions support and engage Māori students in their learning.

4 Sustainable Performance

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

Tauranga Primary School is well placed to sustain and improve its performance because:

  • the board of trustees have experienced extensive governance training and place the learner at the centre of decision making
  • trustees use student achievement information to improve student outcomes
  • relationships between trustees and professional leaders are based on trust, integrity and openness
  • the knowledgeable principal demonstrates strong professional, collaborative leadership and is focused on student well-being and achievement
  • the highly effective senior leadership team work well together and make good use of individual skills
  • skilled teachers view themselves as learners and are focused on continual improvement
  • highly effective self-review processes are well developed
  • Māori students are actively engaged in their learning and have high levels of achievement in relation to National Standards
  • the school’s values, culture and community engagement and relationships provide a strong foundation for sustaining and improving student learning
  • the school places high priority on the importance of a safe and inclusive school learning environment.

ERO and the board agree that the next step is to strengthen the collaborative Tauranga Primary School teaching and learning model, and to continue to build capability and knowledge for ongoing improvement and innovation.

Provision for international students

Tauranga Primary School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this ERO review there were thirteen international students attending the school. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

The school provides its international students with a very good standard of education and support, including access to regular English language tuition where appropriate. International students enjoy many opportunities to participate in school activities. Classroom teachers offer high quality pastoral care for international students. Information and relevant guiding documents relating to international students are well organised and up to date.

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.

Conclusion

The principal, leadership team, teachers and trustees are focused on inspiring students to realise their potential as learners. Students are well engaged and experience success in a wide range of academic, sporting and cultural activities. An effective partnership with parents and the school’s community supports a positive learning environment.

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

Graham Randell

Deputy Chief Review Officer Northern (Acting)

11 September 2015

School Statistics

Location

Tauranga

Ministry of Education profile number

1991

School type

Contributing (Years 1 to 6)

School roll

476

Number of international students

13

Gender composition

Boys 51%

Girls 49%

Ethnic composition

Pākehā

NZ Māori

Other Asian

Other European

Indian

Chinese

South East Asian

Other

62%

17%

7%

5%

3%

2% 1

%

3%

Special Features

Technology Centre

Review team on site

July 2015

Date of this report

11 September 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2012

May 2009

April 2006