Tauriko School - 08/10/2012

1. Background and Context

What is the background and context for this school’s Arotake Paetawhiti review?

This review evaluates the performance of the Tauriko School commissioner, board and management in relation to areas identified in the 2011 ERO report. The terms of reference for this review were to document and establish policy, procedures and expected practices for:

  • the school’s curriculum that is aligned to the principles and intent of The New Zealand Curriculum
  • consistently high-quality teaching practice
  • school operations that support student engagement and learning.

Since the 2011 ERO review, a commissioner oversaw the election of a board of trustees who assumed their roles in August 2011, with an acting chairwoman at the time of this review. This board received support and guidance from the outgoing commissioner. There have also been a number of staff changes.

2. Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The school now has a thoroughly documented curriculum based on The New Zealand Curriculum and including unique aspects that reflect Tauriko's history, rural roots and local aspirations. The principal and senior leaders have effectively led teachers in the development of this curriculum. School-wide implementation plans in literacy and mathematics provide clear expectations for teachers, and explicit indicators for student progress and development.

School leaders have identified, and ERO agrees that there is a need to continue with the development of:

  • progressions across learning areas other than literacy and mathematics
  • school-wide bicultural perspectives, including strengthening the presence of te reo and tikanga Māori
  • inquiry-based learning and the school inquiry model Tauriko Learning Journey
  • e-learning to support and enhance 21st century teaching and learning pedagogies.

ERO observed settled classes, well engaged students and supportive relationships amongst students and teachers. Students spoken with by ERO were able to talk about their learning, levels of achievement and progress in reading, writing and mathematics. In some classrooms students had explicit, realistic learning goals that are prominently displayed, and were able to explain what they need to do to achieve them. The school continues to provide opportunities for students to increasingly take responsibility for their own learning. Teachers are involved in a wide range of professional learning with a particular focus on enhancing teaching practice.

School-wide student achievement data identifies patterns and trends in reading, writing and mathematics. This information is used to inform decision making at board and senior management level. Teachers use classroom assessment data to group students for instruction and identify and provide effective programmes for students needing extra support. The school now accesses help from a variety of external agencies to help meet the learning and social needs of students.

The new trustees are growing in confidence in their roles and responsibilities. They have introduced an annual review cycle of policies, procedures and curriculum reporting. While trustees have undertaken some consultation with the community, it is largely informal. It is now important for them to formally consult with Māori parents, whānau and the wider school community.

3. Sustainable performance and self review

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

The school is now well placed to sustain and improve its performance. Factors influencing this include:

  • an enthusiastic board committed to school improvement
  • a highly effective principal well supported by senior managers
  • hardworking teachers dedicated to improving student outcomes
  • a growing professional learning culture within the school
  • a cycle of effective self review of school operations at all levels
  • respectful, reciprocal relationships amongst students, staff and parents and whānau.

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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

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

Makere Smith

National Manager Review Services

Northern Region (Acting)

8 October 2012

About the School

Location

Tauriko, Tauranga

Ministry of Education profile number

1994

School type

Full Primary (Years 1 to 8)

Decile1

9

School roll

241

Gender composition

Girls 54%

Boys 46%

Ethnic composition

NZ European/Pākehā

NZ Māori

Other

84%

12%

4%

Review team on site

August 2012

Date of this report

8 October 2012

Most recent ERO report(s)

Supplementary Review

Education Review

Education Review

April 2011

March 2010

March 2006

1 School deciles range from 1 to 10. Decile 1 schools draw their students from low socio-economic 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.