Titiro Whakamua

Education institution number:
2755
School type:
Teen Parent Unit
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
0
Telephone:
Address:

34 Miro Street, Trentham, Upper Hutt

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Titiro Whakamua - 06/06/2017

Findings

Hutt Valley Teen Parent School is well governed and managed to effectively promote and support positive outcomes for learners. Strong community involvement and collaboration with the ECC is a strength. Well-developed individual plans responsive to student needs and career aspirations guide learning. Continuing to strengthen internal evaluation should support ongoing improvement and sustainability.

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

1 Background

Titiro Whakamua is an attached unit of Heretaunga College. There are currently 24 Ministry of Education funded TPUs operating across New Zealand. TPUs provide a flexible and supportive environment for teenagers who are parents or are about to become parents. Attendance at a TPU gives students an opportunity to continue their education and develop the best possible pathway for their future and the future of their children.

ERO reviews all of the TPUs every three years. Each unit receives an individual report outlining areas of good performance and areas for further development. The terms of reference for these reviews are set out below. The findings across each of the TPUs contribute to a national report by ERO which presents findings about the overall quality of all TPUs.

Terms of Reference

The evaluation focus for ERO’s review of Teen Parent Units is:

How effective are the TPUs in promoting and supporting positive outcomes for students?

In the context of this review, student outcomes include their educational, social, health and wellbeing outcomes. It also includes student destination outcomes, and the success students have in transitioning from the TPU to further education, training or employment.

The terms of reference for the evaluation of TPUs are the:

  1. quality of individual support for each student (including IEPs and educational, pastoral and careers processes)
  2. educational and social outcomes for each student (including the quality of the teaching and the TPU’s self review)
  3. relationship with the base school (including the governance and management of the TPU)
  4. transitions of students into and out of the TPU.

2 Findings

Context

Titiro Whakamua, also known as Hutt Valley Teen Parent School (HVTPS), is a purpose-built facility situated on the grounds of Heretaunga College. An early childhood centre (ECC) adjoins the unit. The TPU offers support for the education and wellbeing of teen parents from the entire Hutt Valley and Wainuiomata. It offers transport to and from the school each day.

An effective working relationship between the governing college, HVTPS and the ECC continues to support and promote successful outcomes for all learners. The school functions as a department of the college. The head teacher has responsibility for the day-to-day running of the school. 

The philosophy is clearly articulated by staff and embedded in practice. Strong community connections and support from volunteer groups and individuals continues to be a strength.

HVTPS has responded well to the areas for development identified in the November 2013 ERO report. Good practice identified has been sustained.

Student outcomes

Staff aim to provide a high quality, holistic programme to enable students to become confident, competent lifelong learners. They have high expectations for all students to achieve academic success.

During their enrolment in the unit, most students achieve National Certificate of Educational Achievement (NCEA) qualifications Levels 1, 2 and 3 and other valued qualifications.

Students are motivated to improve their qualifications to support themselves and their children better.

The leavers’ data for the end of 2016 shows a number of students went on to further education or employment. Overall data shows that students achieve more, the longer they stay. Rates of progress vary according to time spent in the unit and personal circumstances.

Students spoken to by ERO highly value the support and the range of learning experiences offered and the high expectations teachers have for them to achieve academic success.

Leadership, management and organisation

Governance, management and leadership is effective in ensuring there is a supportive environment that is conducive to students’ learning and wellbeing.

A strong collaborative relationship between Heretaunga College, HVSTP and the ECC is highly evident. A shared philosophy aligned to the college values underpins the holistic wellbeing of students and their children.

There is a strong commitment by the board and senior management of the college to HVSTP. Through regular reporting, trustees are well informed about the day-to-day operations of the school and students’ progress and achievement. Trustees regularly attend functions held at the school. The board liaison person visits frequently and is knowledgeable about HVSTP operation and needs.

Clear alignment between Heretaunga College’s strategic plan and HVSTP annual plan, systems and processes provides clear direction focused on raising student achievement and improving attendance and retention.

Leaders and teachers are highly reflective and focused on improving outcomes for students. They have developed a model of inquiry based on optimum conditions and strategies for learning. This should enable teachers to evaluate the effectiveness of programmes, practices and initiatives on student outcomes. 

Learning

Staff know the students and their children well. They have a range of knowledge, skills and subject expertise. Respectful affirming relationships are highly evident. This contributes to a strong sense of belonging to the school. Students report that they consider HVTPS is a safe place for everyone.

Students are well engaged in purposeful learning. They participate in a wide range of relevant learning opportunities that are responsive to their interests, strengths and career aspirations. They are well supported in their role as a student and as a parent. Students spoken to by ERO expressed their gratitude for the learning experiences offered to them, particularly opportunities to further develop their parenting skills.

The programme is delivered through well-developed individual learning plans (ILPs) that are responsive to students’ strengths, interests and career aspirations. Long and short term goals are established. Through regular reflection, students are encouraged and supported to monitor their own learning and attendance. Goals are adapted in response to changing needs and aspirations.

A commitment to bicultural practices is evident. Te ao Māori is reflected in the environment and routines. Staff acknowledged the need to continue to build these practices and strengthen strategies to support Māori learners and their children.

A collaborative relationship with Heretaunga College staff supports programme delivery and assessment.

Student support, engagement and transitions

A positive, caring learning environment supports student engagement, progress and achievement. A structured timetable provides clear expectations and purpose to the day.

A well-considered, planned transition process is responsive to the needs of individual students. A wide range of useful information is gathered that enables teachers to get to know each student well and to understand the challenges that may impact on their engagement in learning. This information is used to co-construct ILPs. Ongoing career advice and guidance is integrated.

Progress is monitored and reviewed at the end of each term to ensure that goals are achievable and remain relevant to students’ future pathways.

Processes to settle children into day-care before formally starting the learning programme are responsive to individual needs. Students spoken to by ERO appreciate that teachers take the time to get to know their children and value the time allowed to settle their child.

There is a well-planned approach to supporting students’ transition to further education, training or employment. Contact is maintained with the students to provide further support if needed.

Student attendance is an ongoing priority. Teachers analyse data to identify trends and patterns. To support increased attendance, students track and monitor their own attendance and an incentive programme has been introduced.

Student achievement is regularly celebrated. The school has intentionally created opportunities for whānau to become more involved.

Relationships with external partners

Students are supported through a well-coordinated, collaborative approach to accessing education, health and social providers from the Hutt Valley community to reduce barriers to engagement in learning and wellbeing. Students are well informed about the services available to them.

3 Recommendations

ERO, the head teacher of the TPU, the host school principal and board agree on the following next step. Leaders and teachers will:

strengthen internal evaluation to identify the effectiveness of programmes, practices and operations on outcomes for students. This should support ongoing improvement and sustainability.

4 Conclusion

Hutt Valley Teen Parent School is well governed and managed to effectively promote and support positive outcomes for learners. Strong community involvement and collaboration with the ECC is a strength. Well-developed individual plans responsive to student needs and career aspirations guide learning. Continuing to strengthen internal evaluation should support ongoing improvement and sustainability.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

6 June 2017 

About the Teen Parent Unit

Location

Upper Hutt

Ministry of Education profile number

2755

Teen Parent Unit roll

27

Gender composition

Female 27

Ethnic composition

Māori

Pākehā

Other ethnic groups

14

9

4

Review team on site

March 2017

Date of this report

6 June 2017

Most recent ERO reports

Education Review

Education Review

Special Review

November 2013

September 2010

August 2006

 

Titiro Whakamua - 06/11/2013

1 Background

Titiro Whakamua is an attached unit of Heretaunga College. There are currently 21 Ministry of Education funded Teen Parent Units (TPUs) operating across New Zealand. TPUs provide a flexible and supportive environment for teenagers who are pregnant or who have given birth. Attendance at a TPU gives students an opportunity to continue their education and develop the best possible pathway for their future and the future of their children.

ERO reviews all of the TPUs every three years. Each unit receives an individual report outlining areas of good performance and areas for further development. The terms of reference for these reviews are set out below. The findings across each of the TPUs contribute to a national report by ERO which presents findings about the overall quality of all TPUs.

Terms of Reference

The evaluation focus for ERO’s review of Teen Parent Units is:

How effective are the TPUs in promoting and supporting positive outcomes for students?

In the context of this review, student outcomes include their educational, social, health and wellbeing outcomes. The review also includes student destination outcomes and the success students have in transitioning from the TPU to further education, training or employment.

The terms of reference for the evaluation of TPUs are the:

1. quality of individual support for each student (including individual education plans (IEPs) and educational, pastoral and careers processes)

2. educational and social outcomes for each student (including the quality of the teaching and the TPU’s self review)

3. relationship with the base school (including the governance and management of the TPU)

4. transitions of students into and out of the TPU.

2 Findings

Context

Titiro Whakamua, (Looking Forward), is a purpose-built facility situated on the grounds of Heretaunga College. An early childhood centre (ECC) adjoins the unit. The TPU offers support for the education and wellbeing of teen parents from the entire Hutt Valley and Wainuiomata.

Relationships between the host college, TPU and ECE are effective. The school principal and teacherin-charge (TIC) meet regularly and a liaison person from the board makes frequent contact. Students are able to access courses at the college. Connection to the student management network, facilitates sharing and analysis of data. The unit functions as a department of the school with the additional facilities of a medical centre and social worker on site.

Strong community connections result in many volunteer groups and individuals offering assistance to the unit.

Student outcomes

The TPU reports successes in National Certificates of Educational Achievement (NCEA) with some students working toward their Level 3 certificate in 2013. Student attainment can be slow because of the interruptions to learning caused by pregnancy and birth of the child, but those that persevere with their goals succeed.

Regular attendance remains an ongoing barrier to learning. Reasons for absence are not always within students’ control.

Leadership, management and organisation

Memoranda of Understanding, dated 2003, exist between the Ministry of Education and the board of Heretaunga College, and between the board and the TPU.

Governance is well managed. The TIC reports to the board each term through the principal. The board liaison person visits frequently and is knowledgeable about TPU operation and needs. Strategic planning is aligned with board priorities. Teachers participate in college professional development where appropriate.

Teacher inquiry into effectiveness of practice is a current development focus. Teachers reflect on outcomes for students during staff meetings. Restorative practices are being implemented.

The TIC supports staff in their roles and responsibilities. Teachers’ performance is reviewed annually. Subject teachers complete a results analysis which contributes to planning for the next year.

A management committee (Titiro Whakamua–Looking Forward Inc) governs the ECC and plays a part in supporting the TPU, especially with fundraising. The TPU is represented on this incorporated society.

Teaching and Learning

Staff are caring and considerate and model desirable behaviour. They are experienced and have a wide range of complementary skills and knowledge. Teachers work as a team to mitigate any barriers to learning. They follow a common set of guidelines for expected student behaviour.

Individual Education Plans developed from students’ needs, interests and aspirations, guide learning. These include long and short-term goals and records of credits gained. Progress is reviewed each term. By correspondence, Te Aho o Te Kura Pounamu (Te Kura) is a major provider and assessor of programmes. These include modules to address identified gaps in numeracy and science.

Other providers are used to supplement the curriculum with life skills and qualifications in areas such as employment, early childhood, driving, travel and hospitality. Parenting courses give young parents breadth of information. Wrap-around medical, social and parenting support is offered to reduce barriers to learning. Careers education is supported by a counsellor and relevant events. Students are encouraged to review the development of key competencies. Absences can make it difficult for teachers to monitor this for some students.

Culturally responsive teaching and learning strategies promote success for Māori students as Māori. Staff and students have weekly te reo Māori tutoring. Strong historical links with a local marae are maintained. A new maihi enhances the entrance, displaying carved symbols relating to young mothers and babies. A TPU korowai is worn by the ‘best-all-round’ student at the annual prizegiving ceremony. A specially written waiata is sung on significant occasions.

Daily tutor group meetings give opportunities for pastoral support and for developing a sense of family. A current focus is on the values of the TPU and what these mean in practice.

Student transitions and engagement

The induction process is well managed. It allows students to build positive relationships with staff and other students. Time is given to settle children into day-care prior to taking up study.

Students are engaged and working purposefully. They know what they need to do and understand how they learn best. Some are taught in small groups for core subjects.

Students are surveyed and their views are acted on. In response to a request for more physical activity, provision of sports and activities was extended.

Exit surveys contribute to TPU self review. Students are supported to get in touch with tertiary providers and organise visits ahead of enrolling in further education. A volunteer is working to track leavers to gather information about longer-term outcomes for students.

Relationships with external partners

Relationships between the TPU and the host school and the ECC are effective. TPU and ECC staff exchange information at regular meetings and share space and transport. Students see the ECC as a valuable partner in their own and their children’s education.

Students benefit from well established connections with a wide variety of community agencies and volunteers. Many services are available on site. One teacher has responsibility for liaison with Te Kura and communication between the two institutions is open and constructive.

Links are made with other TPUs by active involvement in the Association of Teen Parent Educators New Zealand (ATPENZ).

3 Key Next Steps

ERO recommends that TPU teachers continue to explore ways to enhance student engagement and increase retention. Possibilities include making students more responsible for tracking results and attendance and increasing the range of course options.

4 Future Action

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

6 November 2013

About the Teen Parent Unit

Location

Upper Hutt

Ministry of Education profile number

2755

Teen Parent Unit roll

30

Gender composition

Female 30

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic group

17

12

1

Review team on site

August 2013

Date of this report

6 November 2013

Most recent ERO reports

Education Review

Special Review

September 2010

August 2006