Tauwhare School

School Context

Tauwhare School is a semi-rural primary school located east of Hamilton, catering for students in Years 1 to 6. It has a roll of 157 students, 39 of whom identify as Māori.

The school’s vision is to develop accomplished learners striving for success in tomorrow’s world. The school values are stated as resilience, respect, and responsibility.

Tauwhare School has a number of annual goals for 2018, including goals linked to:

• student agency

• community engagement

• cultural diversity

• raising student achievement in mathematics, writing and oral language

• improving pedagogy and inquiry processes.

Recent professional learning for teachers has included aspects of digital literacy and accelerated learning in literacy (ALL).

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

• achievement in reading, writing and mathematics.

Since the 2014 ERO review, the senior leadership team has remained the same. There have been several recent changes to the board of trustees, including the board chairperson, who is new to the role this year.

The school is a member of the Hillcrest Community of Learning|Kāhui Ako (CoL), and the principal is the lead principal of this CoL.

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 students but is not yet achieving equitable outcomes for all.

The school’s achievement data from 2016 to 2018 shows that almost all students achieved at or above expected national curriculum levels in reading and most achieved at or above expected national curriculum levels in writing and mathematics. Levels of achievement have remained consistent over time in most areas.

Māori students are achieving at comparable levels to their Pākehā peers in literacy. There is disparity of achievement in mathematics where Māori students have achieved less well than Pākehā students, and disparity in writing where girls outperform boys. These patterns of disparity have continued over time.

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

The school’s achievement data demonstrates effective acceleration for those students who have remained at the school for more than three years, and whose learning required acceleration.

Of those Māori students whose progress was at risk, the large majority made accelerated progress in reading, writing and mathematics. Of those Pākehā students whose progress was at risk, the large majority made accelerated progress in writing and mathematics, and half made accelerated progress in reading.

This data was collated and analysed during the ERO review.

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?

The school’s curriculum is broad and inclusive. Importance is placed on sustaining the rural values of the school. Aspects of the curriculum provide localised experiences for students including calf club day, and an active Enviro group. Learning through the arts is encouraged and resourced. Tikanga Māori is integrated in meaningful ways, and teachers have developed a sequential te reo Māori programme for all students. Leaders and teachers work collaboratively with parents and whānau of children with additional needs, who are well supported in their learning. A useful relationship with the neighbouring pre-school supports smooth transitions into school.

Leaders and teachers have a clear focus on student achievement. A strategic approach to professional development responds to the learning needs of students and teachers. Leaders analyse the impact of support programmes on student achievement. Teachers identify and track the progress of target students, including those whose learning requires acceleration. ERO saw examples of differentiated learning and some useful formative feedback that was valued by students. Teachers use explicit teaching strategies to develop students’ oral language and literacy skills.

Reciprocal relationships with whānau and the local Māori community have been established. A whānau group has been operational since the beginning of 2017. The group’s hui provide a forum to discuss Māori student achievement, and to gather the views and aspirations of Māori parents. The principal and teachers demonstrate a genuine commitment to building relationships with the Māori community, fostering whanaungatanga and respecting local tikanga. Community events, including Matariki celebrations and cultural festivals encourage whānau participation and promote a sense of belonging.

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

School leadership needs to strengthen communication between the school and parents. Priorities should be given to:

• provision of regular written reports to parents about children’s academic achievement

• developing further opportunities for consultation with parents

• increasing parents’ knowledge and understanding of school processes and practices.

The use of a learning progression framework needs further development to increase student knowledge and understanding of their next learning steps. A whole-school approach should support consistency of expectations.

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 Vulnerable Children Act 2014.

4 ERO’s Overall Judgement

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

5 Going forward

Key strengths of the school

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

• a responsive curriculum that provides an holistic approach to learning and development

• effective teaching practices that accelerate student learning

• productive partnerships with Māori whānau that foster a strong sense of belonging.

Next steps

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

• partnerships with parents to support reciprocal and constructive engagement

• a school-wide approach to increasing student agency.

Actions for compliance

ERO identified non-compliance in relation to reporting to parents. In order to address this, the board of trustees must:

8.report to students and their parents on progress and achievement of individual students:

• in plain language, in writing, and at least twice a year; and

• across The National Curriculum, as expressed in The New Zealand Curriculum 2007, including in mathematics and literacy.
  [National Administration Guideline, 2(c)]

Areas for improved compliance practice

To improve current practice, the board of trustees should:

• review processes for documenting discussions when the public is excluded from board meetings

• review policies and processes for bullying prevention, and response to include gender diversity to be consistent with MoE guidelines.

ERO recommends that the school seek support from the New Zealand School Trustees Association in order to bring about improvements in:

• trustees’ increased knowledge of good practice in governance administration.

Phillip Cowie
Director Review and Improvement Services
Central Region

28 March 2019

About the school

Location	Hamilton
Ministry of Education profile number	1995
School type	Contributing School (Years 1 to 6)
School roll	157
Gender composition	Boys 50% Girls 50%
Ethnic composition	Māori 25% Pākehā 71% Other 4%
Students with Ongoing Resourcing Funding (ORS)	No
Provision of Māori medium education	No
Review team on site	November 2018
Date of this report	28 March 2019
Most recent ERO report(s)	Education Review June 2014 Education Review June 2010

Findings

Tauwhare School is very well placed to continue to improve and sustain its own performance. Effective leadership and high-quality teaching contribute to student engagement, progress and achievement in reading, writing and mathematics. Māori students experience high levels of educational success. A holistic curriculum promotes student wellbeing and learning.

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?

Tauwhare School is situated in a rural area east of Hamilton, between Morrinsville and Cambridge. It caters for students from Years 1 to 6. There are 171 students of whom 41 identify as Māori. Most Māori students affiliate to te iwi ō Ngāti Haua. Since the 2010 ERO review the school roll has continued to increase. This has resulted in significant property development and an increase in teacher and teacher aide numbers.

The school continues to enjoy strong community ties and close partnerships with parents and whānau. A positive and inclusive school cultures fosters the values of resilience, responsibility and respect throughout the school.

Experienced and knowledgeable trustees continue to effectively govern the school and remain focused on what is best for all students. They are committed to the appointment of high-quality teachers and professional learning and development for all staff, focused on improving literacy and mathematics teaching and learning.

The school continues to have a very positive ERO reporting history.

2 Learning

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

Students of Tauwhare School are highly engaged, progress well and attain high levels of achievement in reading, writing and mathematics against National Standards. Māori students’ achievement in National Standards is comparable to non-Māori students in reading, writing and mathematics. The school uses a wide range of assessment tools to inform and monitor student progress and achievement. Trustees, school leaders and teachers use this information extensively to:

• set strategic direction and annual targets
• identify relevant and appropriate professional learning and development
• differentiate learning and teaching for individual and groups of students
• share with each student where their learning is at and how they can progress to attain higher levels of achievement
• effectively report student progress and achievement to parents.

The school provides a wide range of responsive and successful programmes to support students that require additional help to progress their learning. Experienced teacher aides effectively support student learning within classroom programmes. Achievement information shows that over time these students make accelerated progress.

3 Curriculum

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

Tauwhare School has a holistic curriculum, which is highly effective in promoting and supporting student learning. The curriculum is very responsive to student’s contexts, the local community and enhancing global citizenship. Students have rich experiences and opportunities for hands on and meaningful learning. They are effectively engaged and enjoy their learning. Science, social studies and technology are well integrated across the curriculum. This approach to the delivery of learning is implemented in all areas of the school. Particular features of the curriculum include:

• the sustainability programme ‘Enviro Schools’
• a range of education outside the classroom activities
• the use of ‘experts’ as role models
• a high priority and access to the arts, cultural and sporting opportunities.

Teaching staff across the school have developed close and respectful relationships with their students, parents and whānau. Teachers know students well and set high expectations for their learning and for their own teaching practice. The collaborative teaching team are knowledgeable and well informed about effective teaching and learning. They use a range of responsive and deliberate strategies to engage individuals and groups of students in learning. Students benefit from high-quality teaching and a curriculum that effectively promotes learning.

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

Māori students experience high levels of educational success and are fully engaged in all programmes and opportunities throughout the school. The 2010 ERO report identified that a bicultural perspective needed to be further integrated into the school curriculum. The school has been responsive in this area and have implemented several initiatives including:

• a te reo Māori programme for classroom teachers
• Enviro schools inclusion of Māori perspectives and history
• visits to and stays on the local marae
• formation of a kapa haka group.

In 2014 the school formed a team of teachers to focus on the success of Māori students as Māori. This group has developed a draft action plan and set priorities to enhance success for students in te reo and tikanga Māori.

ERO and the school agree that an ongoing focus is to strengthen relationships with tangata whenua to integrate local history and Ngāti Haua kawa into the curriculum.

4 Sustainable Performance

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

Tauwhare School is very well placed to continue to improve and sustain its own performance. A contributing factor to the ongoing success of the school is the highly effective leadership at all levels. There is a clear focus on student success and wellbeing by trustees, principal, senior leaders and teachers. The experienced and knowledgeable principal is well supported by her leadership team. They provide clear direction for building a learning community focused on student engagement, progress and achievement.

Other features of the school influencing sustainability include:

• clear strategic direction and effective governance from experienced trustees
• evidence-based and ongoing self review
• positive and respectful relationships at all levels of the school.

A positive and supportive school tone and atmosphere is evident and students demonstrate a strong sense of belonging and pride in their school.

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

Tauwhare School is very well placed to continue to improve and sustain its own performance. Effective leadership and high-quality teaching contribute to student engagement, progress and achievement in reading, writing and mathematics. Māori students experience high levels of educational success. A holistic curriculum promotes student wellbeing and learning.

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

Dale Bailey

National Manager Review Services Northern Region

18 June 2014

About the School

Location	East of Hamilton
Ministry of Education profile number	1995
School type	Contributing (Years 1 to 6)
School roll	171
Gender composition	Girls 54% Boys 46%
Ethnic composition	NZ European/Pākehā Māori Other	71% 26% 3%
Review team on site	May 2014
Date of this report	18 June 2014
Most recent ERO report(s)	Education Review Education Review	June 2010 June 2007