Te Aroha Primary School caters for students in Years 1 to 8 and is located in the Waikato town of Te Aroha. Māori students comprise 34 % of the roll. There is also a group of students from Tongan families. The school has experienced significant roll growth in recent years. The attractively presented school has spacious fields with mature trees and an adjacent small farm, which is utilised for learning and there have been significant upgrades to grounds and buildings in recent years. Some families have multi-generational links with the school.
At the time of this ERO review, a satellite class for students from Goldfields School had just opened. This unit provides opportunities for students who need specific learning strategies and/or social support for special and mainstream learning. These students experience a safe and inclusive school environment.
The school’s October 2012 ERO report identified a number of positive features in many aspects of the school’s operation. This review finds that these continue to be evident and have been enhanced. Senior leadership has been restructured to include the principal, deputy principal and two team leaders in a collaborative and collegial team. Teachers have engaged in both external and internal professional development to accelerate students’ literacy and mathematics learning and achievement. School leaders, teachers and trustees have responded positively to development areas identified in the 2012 ERO report.
The school’s values as expressed in B.A.S. (Belief, Achievement and Success) are well understood by students and contribute to a calm, affirming and inclusive culture which supports engagement in learning. Parents and whānau are increasingly involved in the life of the school and as partners in learning. Community members provide valued support for class programmes, student learning, and school-wide activities and events.
The school makes very effective use of achievement information to make positive changes to learners’ engagement, progress and achievement. Data collected at the end of term 3 2015 indicates that many more students are on track to meet National Standards for their year levels, than was the case at the end of previous years. Data for 2014 indicated that students were achieving well in reading, but many students were below expectations in writing and mathematics. This year, a deliberate focus on raising the achievement of targeted at-risk students has resulted in significant progress in these learning areas.
Trustees, senior leaders and teachers demonstrate an unrelenting focus on raising achievement. Teachers’ 'pedagogical groups' provide a regular forum for discussion about the progress of at-risk students and strategies to accelerate their achievement. The board uses achievement information well to make resourcing decisions that enhance student outcomes. School leaders and trustees agree that more specific annual targets would better reflect the school’s practices, and provide a more robust basis for monitoring and reviewing the progress of at-risk students.
Teachers have developed sound processes for moderating assessment judgements in relation to National Standards. They are extending these processes to include moderation with other schools. Senior leaders agree that further review of assessment tools and processes is likely to result in increasingly useful assessment of learning.
Parents receive comprehensive and meaningful information about students’ progress and achievement. Opportunities to share this information include easily understood written reports, three-way learning conferences, and individual student learning journals. Teachers agree that learning journals could be strengthened to include more specific information about progress and achievement, and further recognition of students’ culture, language and identity.
The school’s curriculum is very well designed to promote a holistic and integrated approach to student learning and engagement. Positive features of the curriculum include:
ERO observed models of high quality teaching practice where deliberate acts of teaching are tailored to meet the needs of groups and individuals. Class environments are educationally stimulating and celebrate students’ work including high quality art. The curriculum also provides opportunities for students to experience success and develop leadership skills in the performing arts, sports, school camps and school-wide responsibilities.
Within the school’s continuing review of its curriculum, senior leaders should continue to develop expectations for ensuring that teachers and students make consistent use of learning progressions to guide assessment, feedback and next steps for learning.
Te Aroha Primary School very effectively promotes success for Māori as Māori, and is continuing to increase its capacity to provide programmes that reflect the bicultural heritage of Aotearoa New Zealand. The school has developed a Māori language curriculum for integration throughout its programmes, and teachers have improved their knowledge of te reo and tikanga Māori. Students participate with enthusiasm in pōwhiri and waiata and are proud of their cultural heritage. Māori students and families benefit from the school’s positive culture of whanaungatanga and manaakitanga. Through whānau hui and parent education evenings, more Māori parents are engaging confidently in learning partnerships with their children and becoming increasingly involved in school activities.
Assessment information for 2015 demonstrates that overall achievement for Māori students has improved during the year. This is because students who were at risk of underachieving have been specifically targeted and assisted to make accelerated progress. School leaders note that they have had strong and useful support from a student achievement facilitator provided by the Ministry of Education. This has resulted in a greater emphasis on strategically promoting success for Māori as Māori.
Prior to this ERO review, school leaders had identified the need for continuing the development of teachers’ confidence and confidence in using te reo Māori and continuing to increase its visibility in class displays. ERO affirms this direction. The school is in the early stages of integrating Tātaiako into its appraisal process to ensure teachers are affirmed in maintaining culturally competent teaching practices.
The school is very well placed to sustain and improve its performance because of the following positive factors.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Te Aroha Primary School has high expectations for teaching and learning, pastoral care, student wellbeing, and integration of Māori language and culture. Meaningful learning contexts promote students’ engagement, progress and achievement. Students at risk of underachieving have targeted programmes to accelerate their progress. Reflection and review underpin all school operations.
ERO is likely to carry out the next review in four-to-five years.
Graham Randell
Deputy Chief Review Officer Northern
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Location |
Te Aroha |
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Ministry of Education profile number |
1999 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
180 |
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Gender composition |
Boys 55% |
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Ethnic composition |
Pākehā |
55% |
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Special Features |
Satellite special needs class from Goldfields School, Paeroa |
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Review team on site |
October 2015 |
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Date of this report |
4 December 2015 |
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Most recent ERO report(s) |
Education Review |
October 2012 |