Tongariro School, located in Turangi, provides education for students in Years 1 to 14. There is a roll of 454 students, of whom 382 identify as Māori and most whakapapa to te iwi ō Tūwharetoa.
The ERO review of January 2012 identified key areas that needed to be improved. These were in relation to leadership, curriculum design, school-wide communication, quality assurance, and aspects of self review to raise levels of student achievement. This final follow up visit in March 2014 was to ascertain the extent to which the next steps identified in the report are being implemented.
Since that time there have been several significant developments at the school, including the appointment of a new principal, who took up his position in October 2013. At the 2013 board of trustees’ election four new trustees were elected and a new chairperson was appointed.
The new board and principal acknowledged the school’s considerable historical financial difficulty, and have accessed external support from the Ministry of Education. They have developed and are implementing a robust plan to address this issue. At the end of 2013 the board co-opted a new trustee with governance and financial management experience.
How effectively is the school addressing its priorities for review and development?
To support the school’s commitment to raising levels of student achievement, the following priorities were identified in the 2012 report:
Progress
At the time of ERO’s final verification, evaluation visit in March 2014, school leaders and trustees had made a good beginning to addressing the areas for review and development identified in the 2012 ERO report. Initial change processes were put in place by the then principal, senior leaders and trustees to address these priorities. However progress made in addressing these priorities was slow. This lack of progress is also evidenced by the absence of the required direction to implement effective change. From term four 2013, the new principal, existing senior leaders and board of trustees have brought an important focus on improving school infrastructure, engaging school-wide ownership of management, and implementation of the changes required.
Currently, a significant focus for teachers and curriculum leaders is the completion of a school-wide curriculum document and guidelines that includes teacher and graduate profiles, incorporates the local vision and values, and is linked to NZC.
Teachers have worked hard to identify and incorporate authentic learning contexts, which include community links and experiences. This approach by teachers is motivating and engaging students in relevant and meaningful learning programmes increasingly planned to meet their vocational pathways.
The school has effectively strengthened processes to manage and use student achievement information across all year levels. These processes include:
As a result, teachers have clearer expectations, increased responsibility and a better understanding about the effective use of achievement information to enhance learning and teaching. ERO observed examples where teachers were implementing targeted and interactive learning strategies that supported and encouraged students to take a more active role in their learning.
During the past two years, school leadership, self-review and quality assurance systems have been in a constant state of change. At the time of ERO’s visit in 2014, clarity and stability is being brought to leadership roles and responsibilities, systems and practices for self review and quality assurance. This stability and clarity is particularly evident in the appraisal of teachers and the principal, policy review, financial management and leadership structures. A stronger foundation for strategic decision making and expectations for ongoing school development is evident.
Trustees, the principal and senior leaders have more recently worked collegially to improve all aspects of internal and external communication practices. Discussions and decisions are increasingly focussed on better outcomes for students. More open, positive and informative relationships are developing among students, adults, parents and community. While these relationships are stronger there is potential for the school to develop closer partnerships with parents, whanau and the wider Turangi community.
The school’s infrastructure and operations are now in a position to develop stronger self-review practices and processes in order to improve performance. It is essential that the school continues to place priority on these changes and that they are fully embedded.
ERO and the board agree that continued focus will be given to:
Once these strategies and practices are well established, the school will be in a stronger position to sustain and continue to improve its performance. As a result, ERO intends to continue to work with the school and other agencies to assist in realising these changes over the next one-two years.
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:
ERO intends to carry out another review over the course of one-to-two years.
Dale Bailey
National Manager Review Services Northern Region
28 May 2014
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Location |
Turangi |
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Ministry of Education profile number |
476 |
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School type |
Composite (Years 1 to 14) |
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School roll |
454 |
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Gender composition |
Boys 50% Girls 50% |
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Ethnic composition |
Māori NZ European/Pākehā Other |
84% 15% 1% |
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Review team on site |
March 2014 |
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Date of this report |
28 May 2014 |
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Most recent ERO report(s) |
Education Review Education Review |
January 2012 March 2009 |