Totara College of Accelerated Learning

Totara College of Accelerated Learning

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within nine months of the Education Review Office and Totara College of Accelerated Learning working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context

Totara College of Accelerated Learning’s strategic priorities for improving outcomes for learners are:

  • Focus on broadening the range of engaging and fun learning opportunities for all students.
  • Improving resourcing to facilitate high quality teaching and learning.
  • Growing partnerships and facilities to give high quality individualised learning opportunities and career pathways for secondary students.

You can find a copy of the school’s strategic and annual plan on Totara College of Accelerated Learning’s website.

ERO and the school are working together to evaluate how changes to the school curriculum can improve outcomes for secondary students, particularly those in need of individualised pathways, leading to success in qualifications and career direction.

The rationale for selecting this evaluation is:

  • to increase the engagement of students across a wide range of learning opportunities
  • to provide curriculum experiences that raise students’ awareness and knowledge of their local stories, histories, places and people
  • to provide secondary students with opportunities to grow and learn about themselves and their town, leading to a firm career/further study direction when they leave school.

The school expects to see:

  • students learning in an environment in which teachers utilise information and modern teaching strategies to plan and implement programmes to improve student engagement, achievement, and wellbeing
  • students who need to make accelerated progress making shifts in achievement.

Strengths 

The school can draw from the following strengths to support its goal to make changes to the curriculum which keep core Christian values as part of an engaging localised curriculum:

  • positive relationships with students and whānau that support engagement in learning
  • school values that are well known and consistently enacted to support the wellbeing of all
  • established partnerships with local tertiary providers that support students to follow a variety of learning pathways
  • increasing access to a range of facilities and resources to facilitate learning and engagement.

Where to next?

Moving forward, the school will prioritise:

  • the refinement and implementation of the revised curriculum that aligns with the PACE model while providing opportunities for secondary students to “understand, know, do” through local and nationwide stories and contexts
  • review assessment practices and use of achievement information to inform curriculum redevelopment and improve outcomes for learners across the curriculum
  • shared opportunities for professional learning amongst teachers to engage students in collaborative learning activities.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

22 January 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Totara College of Accelerated Learning

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2025

As of August 2023, the Totara College of Accelerated Learning School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Actions for Compliance

ERO and the board have identified the following areas of non-compliance during the board assurance process:

  • Complied with the requirement to adopt a statement on the delivery of the Health Curriculum, at least once every two years after consultation with the school community. [Section 91 Education and Training Act 2020]

The board has since taken steps to address the areas of non-compliance identified.

Further Information

For further information please contact Totara College of Accelerated Learning, School Board.

The next School Board Assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

22 January 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Totara College of Accelerated Learning - 27/10/2020

Findings

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Totara College of Accelerated Learning’s performance in achieving valued outcomes for its students is: Developing.

1 Background and Context

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

Totara College of Accelerated Learning caters for students in Years 1 to 13. It is a Christian-based special character area school in Dannevirke. The current roll of 63 students includes 17 who are Māori.

The May 2018 ERO report identified concerns relating to assessment, achievement and acceleration, reviewing the curriculum, policy review and developing internal evaluation.

Since 2018, the board has been supported by the New Zealand School Trustees Association (NZSTA) to review and develop policies and board minutes. During that time, staff focused on professional learning and development (PLD) in literacy, and teachers worked with a Student Achievement Facilitator (SAF).

The college is a member of the Lower North Island Christian Community of Learning. This Kāhui Ako is supporting the development of Teaching as Inquiry through PLD provided by an external facilitator.

2 Review and Development

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

Priorities identified for review and development

The May 2018 ERO report recommended the following areas of development:

  • improving the processes for deliberate teaching, assessment, accelerating progress and reporting achievement to the board
  • reviewing the curriculum
  • continuing to align systems, plans and documents guiding school direction
  • strengthening policy review
  • developing understanding of effective internal evaluation.
Progress

Good progress has been made in all identified areas.

Overall achievement for students in Years 1 to 10 shows that most students achieve at or above curriculum expectations in reading. The large majority of students in these year groups achieve at or above expectations in writing and mathematics.

Year 1 to 10 achievement in writing and mathematics has improved since 2018. Girls’ level of achievement in mathematics has also increased. The achievement of Māori students in mathematics was similar in 2018 and 2019.

Data for students in Year 11 to 13 over this time shows that most achieved recognised national qualifications appropriate to their age and year level.

The school has strengthened systems, processes and practices to more clearly:

  • identify students’ learning needs

  • develop teaching initiatives to accelerate achievement

  • track student progress

  • reflect on teachers’ practice individually and collaboratively.

The board receives regular, informative achievement reports, assisting them to make resourcing decisions that support positive outcomes. Reports include well-analysed data for groups of students and assists teachers and leaders to guide learners’ pathways for future study or work.

Students are focused on, and engaged in, their work, and are confident in discussions with adults. They value the personalised learning opportunities and work collaboratively with other students. Teachers ask questions that prompt thinking and discussion.

There is a well-considered emphasis in 2020 on strengthening effective teaching. Teachers are learning about and implementing deliberate teaching strategies to accelerate student achievement and promote student engagement.

The curriculum document has been reviewed and improved. It now provides clear guidance for:

  • effective teaching

  • assessment, tracking and reporting student achievement

  • enactment of the local context

  • acknowledging the unique place of te ao Māori

  • celebrating the special Christian character.

Curriculum coverage is consistent with the New Zealand Curriculum framework.

The board of trustees has collaborated with NZSTA to strengthen policies and procedures to better reflect current legislation relating to health and safety. Board minutes provide a clear record of meetings.

Health and wellbeing consultation has been recently carried out. Initiatives in response to families’ feedback are currently being considered.

3 Sustainable performance and self review

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

The school is making progress with developing processes and practices to sustain and continue to improve its performance.

School leaders are building coherence across key schoolwide documents and processes. The school vision, values and special character statements effectively align with strategic planning, expectations of teaching and learning and improving outcomes for students. This ongoing process will be furthered strengthened by increased links between appraisal and the strategic and annual plans.

Teachers are using an appropriate framework to inquire into their practice. They need to deepen the inquiry process to be more explicit about targets, goals and reported outcomes. This will enable them to have increased clarity about next learning steps. Continued PLD and quality assurance is likely to strengthen the consistency and quality of the inquiry process.

Leaders have begun to use internal evaluation to guide ongoing improvement. Embedding this process will assist trustees, leaders and teachers to plan future priorities and strategic direction.

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.

Conclusion

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Totara College of Accelerated Learning’s performance in achieving valued outcomes for its students is: Developing.

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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

27 October 2020

About the school

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

Totara College of Accelerated Learning - 31/05/2018

School Context

Totara College of Accelerated Learning is a Year 1 to 13 co-educational, integrated area school in Dannevirke. At the time of this review there were 65 children on the roll, with one third identifying as Māori.

Totara College’s vision states that ‘all students and staff will reach their God given potential, academically, socially, physically and spiritually’. Its values of integrity, kindness, respect and diligence are well known by students throughout the school.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in reading, writing, and mathematics, including progress information for those students who require additional support.

Teaching programmes follow the Accelerated Christian Education (ACE) curriculum and Packets of ACE booklets (PACE) provide students with individual graded study units. In Years 1 to 10 these are complemented with other learning programmes that meet the requirements of The New Zealand Curriculum. In Years 11 to 13, students work through PACEs to gain ACE achievement certificates. Students also are able to gain credits towards National Certificates of Educational Achievement (NCEAs).

Since the November 2014 ERO report, there have been changes in trustees and staff. From 2016, the school has had extensive professional learning and development (PLD) in mathematics and writing with support from the Ministry of Education.

The school is a member of the Christian Schools 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 majority of students in Years 1 to 10 achieve at school expectations in reading, writing, and mathematics. A third of students achieve above school expectations in reading. The school is yet to achieve equitable outcomes for all students in mathematics.

Most students leave school with an academic qualification. Achievement in ACE overtime shows that most students leave having attained Level 2 or 3. Some students also select and complete NCEA credits.

Over the past three years the school’s data shows that achievement levels have declined in writing and in mathematics. Significant disparity is evident for girls and the majority of Māori students in mathematics.

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

Although some students have had their learning accelerated, the school is not yet successfully accelerating progress for the majority of students at risk of not achieving at expected levels in reading, writing, and mathematics.

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?

The board is highly supportive of leadership, staff, and the school. Trustees have a shared Christian vision and are diligent in upholding the school’s special character. Improving student achievement, wellbeing and preparation for future success are clear focuses for the board.

The principal fosters relationships with families and the wider school community. Parents are welcomed into the school and actively encouraged to support and be involved in their child’s learning.

Students’ independence is encouraged as they become competent self-managers, setting and focusing on achieving their personal goals. They work through the PACE booklets at their own rate. Teachers track and monitor this learning. Students express a strong sense of belonging, ownership, and pride in the school.

Students with additional needs are identified and their strengths, interests, and needs are well known. External support and agencies work with teachers to appropriately respond to their needs.

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

Trustees and leadership continue to build shared understanding and knowledge about accelerated learning to achieve equity and excellence in student outcomes. Leaders should improve the quality of reporting to trustees who seek to understand rates of progress to assist them to make resourcing decisions for learning.

Teachers, with good team leader support, are now using a wider range of strategies and assessments to identify student needs, track progress, and support their learning. Further development is needed to effectively analyse data to identify disparity in achievement, establish and monitor learning targets and track progress and acceleration over time.

Continuing to align systems, plans, teaching practice, PLD, appraisal and teaching as inquiry with schoolwide learning targets is an ongoing focus for leaders.

Curriculum documentation requires review to provide clear guidance for implementation and expectations of teaching practice. It should acknowledge the unique place of te ao Māori and reflect the local context of the school, its history, story and beliefs.

In order to effectively review and strengthen these key systems, leaders should develop their understanding of effective internal evaluation at all levels of operation. This should assist teachers and leaders to more clearly know the impact of teaching on student learning.

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 Vulnerable Children Act 2014.

Appraisal audit

The endorsement of practising teacher certification was audited. The appraisal and endorsement process does not meet a reliable and consistent standard based on the Practising Teacher Criteria established by the Education Council for the issue and renewal of practising certificates.

Actions for compliance

ERO identified non-compliance in relation to board processes, health and safety practices, and health consultation.

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

  • maintain an ongoing and evidence-based programme of review in relation to policies and procedures, teaching programmes, including evaluation of student achievement information
    [National Administration Guidelines 2 (b)]
  • strengthen policies and procedures for investigating, providing support and following up on serious concerns about student safety
    [National Administration Guidelines 5]
  • improve formal documentation of procedures related to risk management for school trips and education outside the classroom
    [National Administration Guidelines 5: Good practice – EOTC Guidelines]
  • ensure policies and procedures linked to child safety and appointment of staff meet the expectations of the Vulnerable Children Act and the associated Ministry of Education guidelines
  • ensure that appraisal of teaching staff is robust and based on the Practising Teacher Criteria for the issue and renewal of practising certificates; and there are clear procedures for dealing with matters related to reporting to the Education Council.
    [Education Act 1989, Part 31]

Since the onsite phase of the review the school has begun the consultation process to 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. [Education Act 1989, Section 60B]

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • ensure minutes of board meetings are properly kept in relation to in-committee minutes, complaints, and policy review.
    [Public Records Act, 2005]

4 Going forward

Key strengths of the school

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

  • a shared purpose in relation to the school’s special character that supports the board of trustees in their decision-making

  • relationships with parents that value and promote student learning and success.

Next steps

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

  • achieving equity and promoting acceleration for groups of learners through targeted and deliberate actions
  • strengthening assessment and teaching practices to effectively identify and respond to learners’ needs
  • reviewing the curriculum to provide guidelines for effective teacher practice and the delivery of a localised learning programme
  • building cohesive processes that strengthen and inform board reporting, internal evaluation, and decision-making.

ERO recommends that the school seek support from the Ministry of Education in order to bring about improvements in:

  • curriculum design and teaching practice

  • building capability of teachers and leaders to implement a responsive curriculum

  • strengthening governance and policy review.

ERO’s next external evaluation process and timing

ERO intends to carry out a process of ongoing external evaluation to support development over the course of one-to-two years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

31 May 2018

About the school

Location

Dannevirke

Ministry of Education profile number

439

School type

Composite Area School (Years 1 to 13)

School roll

65

Gender composition

Female 34, Male 31

Ethnic composition

Māori 21
Pākehā 42
Pacific 2

Provision of Māori medium education

No

Review team on site

March 2018

Date of this report

31 May 2018

Most recent ERO report(s)

Education Review November 2014
Education Review August 2011
Supplementary Review October 2009