Toko School is situated in a rural environment to the east of Stratford. The roll of 144 students includes 14% who identify as Māori. Since the November 2014 ERO report, there have been considerable changes to personnel, including the appointment of teachers and changes in senior leadership and trustees.
The vision of the school is focused on ‘quality learning for all in a caring community’. The school seeks to provide an environment where all children are personally known and valued, supported and secure.
Achievement targets for 2018 are aimed at accelerating the progress of students in writing and mathematics in Years 4 to 8.
Leaders and teachers regularly report to the board, school wide information about outcomes for students in the following areas:
The school is currently implementing the Ministry of Education (MoE) initiative, Reading Together.
The school is part of the Central Taranaki Kāhui Ako.
Since the previous ERO review, the school has maintained high levels of achievement outcomes for students. Most achieve very well in reading, writing, and mathematics, with close to half achieving above curriculum expectation in reading at the end of 2017. Māori children achieve very well. Nearly all students achieve expectation in all three curriculum areas by the end of Year 8, with identified disparities being addressed.
Responsive systems, processes and practice effectively support students identified with additional and complex learning needs to progress and achieve.
The school responds effectively to Māori and other children whose learning and achievement need acceleration. In 2017, nearly all students targeted in mathematics made progress with approximately half of learners showing acceleration in their achievement.
The Toko Learning Stars underpin the school’s vision. These are focused on achieving success in learning and promoting positive student wellbeing.
Curriculum design and delivery is innovative. Practices respond well to the specific learning needs and developing capabilities of students. Comprehensive teaching and learning guidelines support consistency in classroom practice. Environmental education is a key feature of the school, providing authentic learning experiences for students. Learners pursue their interests and are actively engaged in learning. Effective strategies promote self-directed learning and are incrementally strengthening the identification and development of learner dispositions.
Highly inclusive school and classroom environments support positive student engagement. Interactions between individuals, their peers and staff are positive. Students are well supported and develop a strong sense of belonging. They are positive about their inclusive and affirming school experience.
A range of approaches promotes reciprocal, learning-centred relationships between the school, parents and other educational providers. Parents and whānau are provided with a variety of tools to support learning at home.
Professional capability and practice ensures a cohesive and comprehensive response to support equity and excellence for learners. Leaders and teachers are highly collaborative. This results in a learning environment that promotes student learning and wellbeing. Transitions for children into and through the school are effective and individualised when required. Board funding and resource allocation is suitably aligned to the school’s strategic goals and targets. Teacher inquiry and appraisal frameworks are well aligned to monitor and build teacher capacity linked to school priorities.
Leaders and teachers are highly reflective making well informed changes that benefit learner outcomes and contribute to an innovative curriculum design and delivery. Appropriate tools and methods are used to gather a range of data and information to support review and development. Professional learning and development uses internal and external expertise to build capacity, improving outcomes for learners.
Leaders and teachers are currently building their knowledge and implementing strategies to promote self-regulated learning to further promote student agency. To ensure the intent of this strategic initiative achieves success, leaders should align their evaluation to clearly understand changes in teaching and leadership. Determining successful practice should establish shared strategies that further enhance learner dispositions to foster the active engagement of students in the learning process.
Culturally responsive curriculum practice acknowledging Māori students’ culture, language and identity should be further developed. Consultation has been undertaken between the school and Māori whanau, with a plan for improvement recently decided. Ongoing implementation should lead to te ao Māori being more integrated across the curriculum.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in continuing to:
ERO is likely to carry out the next external evaluation in four-to-five years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
12 October 2018
|
Location |
Stratford |
|
Ministry of Education profile number |
2254 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
144 |
|
Gender composition |
Female 51%, Male 49% |
|
Ethnic composition |
Māori 15% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
August 2018 |
|
Date of this report |
12 October 2018 |
|
Most recent ERO report(s) |
Education Review November 2014 |