Tokoroa Central School

Findings

Tokoroa Central School is benefitting from positive leadership and governance that is focused on building mutually strong relationships with parents and whānau to improve educational outcomes for students. Students learn and play in a safe and stimulating environment that promotes manaakitanga and whanaungatanga. They are confident and enjoy learning.

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

1 Context

What are the important features of this school that have an impact on student learning?

Tokoroa Central School is a contributing primary school catering for Years 1 to 6 students. The roll has recently grown and there are now 152 students, 88 of these students are Māori and whakapapa to Ngāti Raukawa and other iwi. There are 42 Pacific students, and most are of Cook Island Māori descent. There are six classrooms to cater for the increased numbers of students. Children benefit from an inclusive and positive school environment where their culture is respected and acknowledged.

Since the 2012 ERO Review, there have been significant changes to school leadership and personnel. After the resignation of the previous principal, a new principal was appointed in Term 3 2013. A new deputy principal began in 2014 and all current teaching staff were appointed in 2014.

Teachers have been involved in professional development in digital technologies and are developing ways to inquire into the effectiveness of their own practice. They have benefitted from internal professional development in assessment practices. Teachers have also focused on improving their approach to teaching and learning through further developing their own cultural awareness and responsiveness.

In response to the area for review and development in the previous 2012 ERO report, the school has significantly increased communication and engagement with parents and whānau. Manaakitanga and whanaungatanga are significant features of school culture, which encourages active participation by whānau to support children’s learning and wellbeing.

2 Learning

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

The school has systems, processes and resources that effectively support purposeful data gathering, knowledge building, and decision making. The principal and deputy principal ensure that the collection, interpretation and use of student achievement information are rigorous and meaningful.

A wide range of assessment information in reading, writing and mathematics is gathered from nationally referenced tests and class assessments. Teacher judgements through the moderation processes have been strengthened. Teachers monitor student progress and report this to the deputy principal, with analysed classroom assessment information at the end of each term. This information allows teachers and leaders to be responsive to the immediate learning needs of students. This data indicates the progress that students have made in relation to National Standards. Teachers use achievement information to plan programmes and inform parents about their child’s progress and achievement. The deputy principal collates school-wide data. This information is reported to the board, used to set strategic targets, annual goals, and make curriculum decisions. The strength of this approach is the development of action plans that provide comprehensive information in providing clear direction for all.

Students at risk of poor educational outcomes are identified by teachers. Strategies are implemented to support these students to make accelerated progress. Students are able to access their own achievement information to help them with their learning and next steps. Teachers reflect on the effectiveness of these strategies and this evidence is discussed in their appraisal meetings.

At the time of this ERO review in August 2015, the school was able to show that just over half of the students are likely to be at or above the National Standards in reading, two thirds were at or above in writing and mathematics. For those students who have been attending the school since 2014, the proportion of students in the well below and below categories has significantly decreased. Through effective tracking and monitoring, school leaders are able to show that Māori, and in particular Pacific students, are making pleasing progress towards meeting the appropriate National Standards in reading, writing and mathematics by the end of the year.

3 Curriculum

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

The school provides a responsive curriculum that gives learners rich opportunities to learn. Following community consultation in 2014, the school’s curriculum was reviewed and rewritten in order to make learning more meaningful and engaging for learners, teachers and whānau. Features of the curriculum are:

• revised priorities for teaching and learning

• clear guidelines and expectations for each learning area

• strong priority given to reading, writing and mathematics with clear progressions and success criteria to guide teachers and students

• authentic learning experiences for learners outside the classroom

• culturally responsive opportunities for students to be affirmed of their language, culture and identity.

Education outside the classroom is an avenue being used to assist children to talk about their experiences. In this multicultural learning environment children have opportunities to extend their language through waiata, karakia, and himene.

Across the school, teachers demonstrate positive and respectful relationships with learners. Students help each other to learn and are well engaged in meaningful learning opportunities. Students use digital devices and hands-on resources to promote their engagement and love of learning. Learning environments are warm, welcoming and safe, and reflect students’ learning and success.

The principal and board have placed high importance on the strategic appointment of teaching staff. New and beginning teachers are well supported through a comprehensive induction and mentoring programme. A new appraisal process reflecting new requirements has been introduced and is likely to foster improvements in teacher capability and learning for all students.

Senior leaders facilitate meaningful professional development that is responsive to the needs of learners in this school. There is an increasing culture of collegiality, collaboration and reflective inquiry that is promoting a focus on improving outcomes for the learner.

ERO and school leaders together have identified that areas for further development include:

• strengthening the oral language curriculum to ensure a progressive approach throughout the year levels

• encouraging students to talk confidently about their learning, progress and next steps

• continuing to foster the integration of te reo and tikanga Māori and promote the cultural identities of all students.

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

The school is effectively promoting educational success for Māori students. The board and senior leaders demonstrate high levels of responsiveness to the cultural and educational needs of the students and whānau in their community. This is reflected in:

• Māori representation on the board and staff

• consultation with the Māori community and iwi

• the employment of a qualified teacher of Māori language who leads the development of te reo, waiata, kapa haka and tikanga Māori across the school.

Māori students are experiencing success in their learning and feel affirmed as Māori within the school environment.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance because:

• Trustees have established a strong partnership with school leaders and staff, and work collaboratively in serving staff, children, whānau and the wider community.

• The leaders provide trustees with good quality information, which informs their decision making and strategic direction.

• The principal and deputy principal are strong advocates for the positive wellbeing and education of all learners in the school community. They set high expectations for staff performance and student achievement.

• Self review is effective, systematic, well planned and focused on raising outcomes for all students.

• Collective leadership across the school is effectively bringing about change and this is making a significant difference for children’s education and progress.

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

Tokoroa Central School is benefitting from positive leadership and governance that is focused on building mutually strong relationships with parents and whānau to improve educational outcomes for students. Students learn and play in a safe and stimulating environment that promotes manaakitanga and whanaungatanga. They are confident and enjoy learning.

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

Graham Randell
Deputy Chief Review Officer Northern 

About the School