Te Kura o Te Teko

Te Kura o Te Teko

Findings

1 Background and Context

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

Te Kura o Te Teko is a dual medium school located in the village of Te Teko near Whakatāne and within the iwi boundaries of Ngāti Awa ki Rangitaiki. It has students from years 1 to 8 and offers instruction in the medium of Māori and English. The November 2019 ERO report signalled that the school would benefit from undertaking a longitudinal review process. This process began in July 2020. Support for the school was significantly disrupted by Covid lockdown and isolation requirements.

2 Review and Development

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

Priorities identified for review and development

The 2020 ERO report identified significant strengthening was required across a range of areas of school operation. The board needed to develop guidelines and expectations so that both trustees and leaders were clear about what reporting, legislative and statutory requirements needed to be addressed throughout the year. Compliance with current legislation also needed to be addressed in a number of areas including the appraisal of the principal.

Leaders needed to strengthen school-wide systems, processes and expectations, particularly in the areas of planning, assessment, evaluation and behaviour management. Teachers had to deepen their understanding of these areas and ensure they meet school-wide expectations as these developed. The school also needed to collaboratively develop a local curriculum that meets the aspirations of parents, whānau and wider community including Ngāti Awa ki Rangitaiki.

Progress
Stewardship

The current board, newly elected in September 2022, is made up mainly of members of the previous board who undertook extensive training and guidance with the Limited Statutory Manager, appointed by the Ministry of Education, to support the school. They are now experienced in their roles. They have addressed the majority of recommendations made in the 2020 ERO report about strengthening stewardship, including meeting legislative requirements.

A key next step for the board is to ensure the principal is appropriately appraised and supported in the role.

Leadership

A new leadership structure and school organisation better reflect the strengths of the current leaders and the needs of teachers. Strong systems, processes and expectations guide teacher practice in the areas of planning, assessment and behaviour management. Assessment and planning focus on: identifying the students who are at risk of not achieving; and identifying the learning needs and responding to these using the learning progressions of The New Zealand Curriculum and the kauneketanga of Te Marautanga o Aotearoa. The board now receives regular reports on the achievement of students. School-wide behaviour management systems follow current researched best practice. Systems and processes for identifying and supporting students with special needs have also been significantly strengthened.

Key next steps

  • Developing, in collaboration with all stakeholders, a strategic plan that sets out appropriate goals and targets for equity and excellence. In order for this plan to be authentic and useful it needs to be fully disseminated and understood by teachers and board members. The principal needs to regularly report progress towards meeting strategic objectives to the board.

  • Regularly analysing student progress information in order to ensure that all students who are at risk of underachieving are on a trajectory to meet curriculum expectations. Leaders need to report this information to the board.

  • Promoting teacher learning and development by establishing a strategic annual programme of professional development that aligns with students’ learning needs and teacher professional learning goals.

  • Continuing to improve staff culture by building a collaborative team with high levels of relational trust.

  • Using a range of evidence, particularly student progress and achievement data, to evaluate and review all areas of school operation over time with a focus on ongoing improvement.

Teaching

There has been significant progress in teachers meeting school-wide planning and assessment expectations. Using school-wide software teachers are identifying the curriculum levels and learning progressions of each individual student in their classes. This practice is being used for differentiated planning in literacy, mathematics, te reo matatini and pāngarau. Tracking and monitoring systems allow leaders to identify students who are not making expected or accelerated progress and investigate how to better meet their needs. A comprehensive marau-ā-kura includes a systematic approach to the teaching of Ngāti Awa ki Rangitaiki history and traditions.

Key next steps:

  • Continuing to consistently embed school-wide expectations in all areas.

  • Continuing to strengthen planning in the areas of literacy, mathematics, reo matatini and pāngarau to identify individual and group learning needs and the teaching strategies used to address those needs.

  • Continuing to strengthen the ways students are empowered to take responsibility for their own learning.

3 Sustainable performance and self review

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

The school has developed its capacity to reflect, plan, act and report to its community using evidence that includes student achievement information. It is building its capability to sustain and continue to improve student achievement.

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

  • school policies in relation to meeting the requirements of the Children’s Act 2014.

ERO identified non-compliance in relation to board administration.

In order to address this, the board of trustees must:

  1. annually assess and appraise the principal against all the professional standards for principals.
    [NZ Education Gazette and relevant employment agreements]

4 Recommendation

Recommendations, including any to other agencies for ongoing or additional support.

That the Ministry of Education continue to provide support to the principal to develop capability to successfully carry out the role.

Conclusion

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Te Kura o Te Teko performance is that the school has made sufficient progress in achieving valued outcomes for its students. The school will transition into ERO’s Te Ara Huarau process.

This report will serve as a Profile Report as the school enters the Te Ara Huarau process.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui

31 January 2023

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Te Kura o Te Teko - 24/07/2020

School Context

Te Kura o Te Teko is a full primary school located in the small rural town of Te Teko. It caters for students in Years 1 to 8. The current roll of 185 are all Māori, most of whom whakapapa to Ngāti Awa ki Rangitaiki, the local iwi.

The overarching vision of the school is to empower students to fulfil their potential as citizens of the world by building their identity as children of Ngāti Awa ki Rangitaiki and instilling the values of kinship, humility, hospitality, compassion, autonomy and spiritual belief.

An acting principal was appointed to lead the school at the beginning of 2020. Up until this time the school had operated an English medium syndicate and a Māori medium syndicate. These syndicates were disestablished at the beginning of 2020 and leadership responsibilities are being redistributed. There is an elected board of trustees who are representative of the local community.

There was no regular reporting to the board of trustees about outcomes for students in 2019.

The school is part of the Pūtauaki ki Rangitaiki Community of Learning|Kāhui Ako.

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 not yet achieving equitable and excellent outcomes for many of its students, particularly boys and those in English medium classes.

Māori Medium

Data provided by the school shows that in 2019 the majority of students were at or above expectations in pānui pukapuka, tuhituhi, reo -ā-waha and pāngarau. This pattern of achievement was similar in 2017. There was a spike in overall achievement in 2018. Girls significantly outperform boys in pānui pukapuka, tuhituhi and reo-ā-waha. Boys achieved significantly better than girls in pāngarau between 2017 and 2019.

English medium

The school reports that in 2019 few students were at or above expectations in reading. The majority were at or above expectations in writing. Less than half were at or above expectations in mathematics. There was a decrease in overall achievement between 2018 and 2019 in reading, but an increase in achievement in writing and mathematics. No data analysis comparing the achievement of boys and girls was available at the time of the review.

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

While the school has anecdotal data to show that some students have made accelerated progress, leaders and teachers are yet to collate and analyse this data formally across the school.

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?

Relationships among teachers and students are positive and caring. Whanaungatanga, the fact that many students and teachers are related, is used positively to promote a climate of respect in most classrooms. Students with ongoing resource funding (ORS) benefit from a supportive, inclusive environment in class. Students with high pastoral needs are well supported through the Health Promoting Schools programme offered by the school. There is an urgent need to complete the review of school-wide behaviour management systems and processes so that the generally supportive environment inside classrooms is also reflected outside the classroom.

There are strong, reciprocal relationships between the school and the local community. Longstanding intergenerational ties mean parents and whānau are very loyal to the school. They enrich opportunities for student learning in a number of ways, most particularly through support for sports, kapa haka and fundraising for trips, both local and overseas. Aspects of the school curriculum reflect the fact that most students whakapapa to Ngāti Awa ki Rangitaiki, including the karakia of many of the main religious denominations within Mataatua Waka, including the Hāhi Ringatū.

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

There is an urgent need for trustees to strengthen their role within the school. They need to:

  • review and improve their internal organisation and working procedures including the need to meet regularly
  • develop clear guidelines and expectations so that both trustees and leaders are clear as to what reporting, legislative and statutory requirements need to be addressed throughout the year
  • undertake training in their roles and responsibilities so that they are able to provide appropriate levels of scrutiny to leadership decisions, reporting and actions
  • evaluate the impact of resourcing decisions
  • appraise the principal.

Leaders need to improve their performance across all areas of their practice. They urgently need to:

  • develop, in collaboration with all stakeholders, a strategic plan that articulates the school vision, and sets out appropriate goals and targets for equity and excellence
  • regularly analyse student achievement and progress information with a focus on reducing disparity, and report on trends and patterns to the board
  • ensure an orderly and supportive environment conducive to student learning by reviewing and evaluating school organisation, staff roles and responsibilities, completing the review and improvement of behaviour management systems and practices, and providing multiple opportunities for students to give feedback on the quality of the teaching they receive
  • develop effective planning, assessment and evaluation of learning programmes by documenting expectations for teachers and developing systems for support and accountability
  • promote teacher learning and development by establishing a strategic annual programme of professional development that aligns with students’ learning needs and teacher professional learning goals
  • reinstate reporting systems such as parent/teacher interviews so that parents have multiple, formal opportunities to discuss their children’s learning and progress
  • using a range of evidence, most particularly student progress and achievement data, evaluate and review all areas of school operation with a focus on ongoing improvement. A priority focus needs to be the provision of learning support for students with additional needs.

Teachers need to:

  • ensure school-wide expectations for planning, assessment and moderation are met
  • develop their understanding and use of systems and processes for measuring, tracking and monitoring students’ accelerated progress
  • develop a better understanding of the use of assessment data to identify and respond to students’ next steps in learning through reviewing and improving the use of learning progressions
  • provide more opportunities for students to be responsible for their own learning by ensuring they understand their achievement levels, next steps in learning, and improving systems for giving feedback and feedforward
  • continue to develop the local curriculum with a focus on developing a sequential approach to the teaching of local iwi history.

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 Te Kura o Te Teko’s performance in achieving valued outcomes for its students is: Needs development.

ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.

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.

5 Going forward

Key strengths of the school

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

  • relationships of respect and care between students and staff that promote a culture for learning
  • reciprocal relationships between the school and the local community which enhance opportunities for learning for students.

Next steps

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

  • building trustees knowledge and understanding of stewardship in order to ensure the school’s statutory responsibilities are met
  • strengthening leadership to ensure an appropriate focus on equity and excellence for all students
  • changing the focus of assessment to ensure that the progress of all students at risk of not achieving is accelerated.

Actions for compliance

ERO identified non-compliance in relation to board administration, curriculum, health, safety and welfare, finance and assets.

In order to address this, the board of trustees must:

  • ensure board meetings are conducted in accordance with the Education Act 1989 and Local Government Official Information Meetings Act 1987
    [Parts 7/8 Local Government Official Information and Meetings Act 1987; Clauses 40/41 Sixth Schedule Ed Act 1989]
  • ensure there are a regular number of board meetings in compliance with the Education Act 1989 to enable the board to transact business appropriate to the board’s governance responsibilities under legislation
    [Clause 40, Schedule 6, Education Act 1989]
  • in consultation with the school’s Māori community, develop and make known to the school’s community, policies, plans and targets for improving the progress and achievement of Māori students
    [NAG 1(e)]
  • comply with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community
    [Section 60B Education Act 1989]
  • annually assess and appraise the principal against all the professional standards for principals
    [NZ Education Gazette and relevant employment agreements]
  • ensure all teaching staff are appraised by a professional leader of the school based on the Standards for the Teaching Profession established by the Teaching Council for the issue and renewal of practicing certificates
    [(Ref: Part 31 Education Act 1989) – Standards for the Teaching Profession or Ngā Tikanga Matatika, Ngā Paerewa. (Māori medium schools)]
  • ensure appropriate workforce safety checks are undertaken for new children’s workers
    [Children’s Act 2014]
  • ensure there is a risk identification and control process in place that eliminates or minimises identified risks in relation to buildings, facilities, grounds and school vehicles
    [Health and Safety at Work Act 2015]
  • comply with the rules on the use of physical restraint in schools
    [Education (Physical Restraint) Rules 2017]
  • ensure the annual report is available to the public on an internet site maintained by or on behalf of the board.
    [Section 87AB Education Act 1989]

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • complete the review of behaviour management systems and processes within the school
  • receive monthly reports on monitoring maintenance and hazards and satisfy themselves about compliance in relation to school buildings, facilities and vehicles

  • ensure reports are made to the board at least once a year about personnel practices.

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

  • knowledge and understanding of trustees’ roles and responsibilities
  • addressing issues of non-compliance.

ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to bring about improvement in:

  • stewardship
  • leadership
  • curriculum.

Phil Cowie

Director Review and Improvement Services

Central Region

24 July 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.