Tauraroa Area School

Tauraroa Area School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Tauraroa Area School 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 

Tauraroa Area School provides education for students from Years 1 to 13 in the Whangārei district of Northland. Ākonga attend from a wide geographic area.

Tauraroa Area School’s strategic priorities for improving outcomes for learners are to:

  • actively promote excellence and equity|parity for Māori and other marginalised ākonga learning
  • improve ākonga literacy at all year levels
  • enhance ākonga engagement, learning and wellbeing through well planned property development.

You can find a copy of the school’s strategic and annual plan on Tauraroa Area School’s website.

ERO and the school are working together to evaluate how well assessment is used to support teaching and learning, ensuring equity and excellence for all learners.

The rationale for selecting this evaluation is to:

  • improve outcomes for Māori and other marginalised students’ learning

  • use achievement information to understand and meet learners’ diverse needs

  • inform the board, whānau and community about ākonga progress in order to collaboratively plan next steps.

The school expects to see improvement in learning and teaching practices built on positive culturally responsive relationships.   

Strengths

The school can draw from the following strengths to support the school in its goal to improve assessment practices:

  • a well-considered plan that uses assessment information to identify actions for improvement

  • strong and effective organisational systems

  • examples of good teaching and learning practice that can be recognised and replicated

  • ongoing professional learning for staff focused on enhancing positive culturally responsive relationships.  

Where to next?

Moving forward, the school will prioritise:

  • achieving consistency of quality assessment practices through the school to enhance ākonga engagement, equity and excellence

  • supporting learners to access and use assessment evidence to reflect on their learning and identify next steps

  • providing professional learning and development opportunities to build teacher capability in using assessment information to improve outcomes for all learners

  • using evaluation processes, including Te Ara Huarau | School Improvement Framework, to gauge progress made in relation to the evaluation focus.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

16 January 2023 

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

Tauraroa Area School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of September 2022, the Tauraroa Area School, 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

Further Information

For further information please contact Tauraroa Area School, 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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

16 January 2023

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

Tauraroa Area School

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

Tauraroa Area School has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

The school completes a comprehensive annual self-review.  This review outlines how the school ensures international students can access the school’s broad curriculum and ways they are integrated in the life of the school.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

16 January 2023 

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

Tauraroa Area School - 30/11/2016

Findings

The school’s curriculum enables student learning, and includes a wide range of co-curricular programmes and leadership opportunities. Good quality teaching practices support the engagement and achievement of students across the school. The school intends extending the curriculum to more effectively cater for the diverse strengths, needs and interests of students. 

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?

Tauraroa Area School in Northland caters for students from Years 1 to 13. Many students travel from neighbouring areas including Whangarei City. The school continues to experience roll growth and the board has plans for future property development, including a new gymnasium.

The principal and school leadership team have focused on extending collaborative approaches for improving outcomes for students. Initiatives include increased opportunities for students to lead their learning and support for teachers’ evidence-based inquiries. The enhancement of digital learning for students and other strategies to improve student engagement in learning have been significant developments.

ERO’s 2013 report recommended that the school develop a shared understanding of effective teacher practice and establish specific leadership roles and curriculum responsibilities across the school to support a more seamless education for students. This review finds that trustees and senior leaders are making positive changes in most of these areas.

2 Learning

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

Senior leaders and teachers at Tauraroa Area School are using achievement information increasingly well to make positive changes to learners’ progress and achievement.

The school is now generating a range of data that is collated and analysed. In the senior school, this information is being used by leaders, departments and by teachers at a class level for a variety of actions designed to improve outcomes for students, particularly for those at risk of not achieving.

A Secondary Student Achievement (SSA) professional development programme is supporting teachers and senior leaders to improve the identification and tracking of achievement information at Years 11 to 13. This information guides teacher review of course content and teaching. Departmental reports could now focus more closely on the scrutiny and evaluation of achievement information.

Student achievement in the National Certificates of Educational Achievement (NCEA) is showing a substantial improvement at Level 1. Overall attainment at NCEA Level 1 increased from 66% in 2013 to 87% in 2015. NCEA Level 3 increased from 56% in 2014 to 74% in 2015. Māori and female students are increasing their levels of achievement at NCEA levels 1, 2 and 3. Academic mentoring is occurring at senior levels but these processes could be more systemically developed to assist all students to understand their learning strengths and gaps.

The achievement of boys in NCEA Levels 1 and 3 is lower than that of other students. Leaders and teachers are implementing initiatives that could reduce this disparity, particularly through vocationally-based pathways to qualifications. Leaders are continuing to access links and networks with external educational services, such as Ngati Hine Iwi Trust, to mentor and support learners with additional learning requirements.

In Years 1 to 8, overall achievement in reading, writing and mathematics in relation to National Standards has remained relatively stable over the last three years. Most students are at and above National Standards in reading, writing and mathematics.

There are some disparities in achievement at these year levels. The percentage of Māori students achieving National Standards is 15% to 17% below the figure for all students achieving in reading, writing and mathematics. Some gender based differences are also evident with girls’ achievement exceeding that of boys in writing.

Improvements to moderation practices have resulted in teachers’ National Standards assessment judgements becoming more reliable. School leaders are currently considering using the Progress and Consistency Tool (PaCT) to strengthen teachers’ assessment expertise.

Year 9 and 10 literacy achievement information is collated using assessments against curriculum levels. Increasing the rigour of assessments for students in Years 9 and 10, and analysing student achievement information across Years 7 to 10 would further support teachers to:

  • develop and adapt effective practices to accelerate student progress
  • further enhance the quality of decision-making and resourcing related to curriculum initiatives.

Teachers reflect on their programmes and the impact of their teaching on students' learning. Some teachers are inquiring more deeply and systematically into what is required to accelerate students' progress and achievement. This inquiry process is new and has not yet resulted in significant changes to teachers’ strategies for accelerating students’ learning.

A more cohesive approach to the use of student achievement information could help teachers plan for students’ learning needs and to guide adjustments to course content and curriculum delivery across the school. This information would also assist teachers to more consistently report student progress across the curriculum and to personalise planning for specific groups of students.

Students with special learning needs and abilities are well supported by teachers and support staff, and through the effective liaison between specialists and other resource personnel. The impacts of programmes and initiatives designed to bring about positive changes for students should be more regularly evaluated and reported.

Trustees, school leaders and ERO discussed the school’s next strategic steps for learning and development and prioritised:

  • formulating measurable and accountable charter targets for specific groups and cohorts who are at risk of not achieving
  • using effective evaluation processes regularly to report shifts throughout the year in students’ learning outcomes
  • planning to improve student learning, progress and achievement through quality teaching practice that uses data inquiry to address students’ learning needs and accelerate their progress.

3 Curriculum

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

The school’s curriculum supports and enables student learning and includes a wide range of co-curricular programmes, and opportunities for leadership. The curriculum is aligned toThe New Zealand Curriculum (NZC) and increasingly to vocational and other pathways options.

A key next step in curriculum development for the school is the development of an over-arching curriculum statement. This should be designed in consultation with the school community and describe the curriculum philosophy and framework. This should help ensure greater coherence between the curriculum and implementation across the school, and provide more clarity in its purpose and expectations.

For Years 7 to 10 the curriculum could be more responsive to students’ identified strengths, needs and prior knowledge. Building sound foundations for continuity across Years 7 to 10 continues to be a priority. Ongoing monitoring systems would support the evaluation of the quality and impact of the curriculum, and ensure it is contributing to improved student outcomes.

There are good quality teaching practices across the school that support the engagement and learning of students. Teachers use a variety of teaching approaches and strategies that encourage collaboration and assist students to manage their own learning. Learner focused relationships are acknowledged as the basis for effective learning. Students talk positively and meaningfully about their learning experiences.

The school has recognised the need to extend the curriculum to cater for the increasing needs and interests of students. Te Aho o Te Kura Pounamu - The Correspondence School subject enrolments and FarNet e-learning increase the range of available subjects for students in Years 11 to 13. Vocational option pathways, including the Gateway programme and Vocational Primary Industries (VPI) support students learning beyond the school. Senior leaders should continue to evaluate the outcomes of these programmes to ensure they reflect meaningful coherent credit course options that enhance opportunities for individual student’s future employment or training.

The school’s system of pastoral care aims to support students’ learning and wellbeing. Outside agencies are appropriately accessed to support school based provisions. Continuing to evaluate the pastoral data and report outcomes will continue to provide information about student wellbeing and inform future programmes and initiatives. This evaluation should also ensure pastoral initiatives and health programmes are increasingly responsive to students in the junior and middle school.

To further enhance the school’s curriculum school leaders, trustees and ERO discussed the following future developments:

  • continuing to promote student agency, using their voice and input into decision-making about curriculum provision and learning pathways
  • providing appropriate induction and support for students who transition into the school
  • extending career education for Years 7 and 8 students.

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

The school promotes educational success for Māori students. The conditions for Māori students to succeed in their identity as Māori are well developed and advocated by trustees, senior leaders and staff. The school, through its analysed Māori achievement data is aware of the ongoing need to raise Māori student achievement.

Thirty percent of students identify themselves as Māori. School kawa provides opportunities for Māori students to lead karanga, whaikorero, waiata and haka. They report that they feel well included in the life of the school and are well represented in school leadership roles. Regular meetings with Te Whānau o Tauraroa are attended by the principal and a Māori trustee.

Since the 2013 ERO review the school has developed a Success for Māori plan to determine how well school policies and practices help develop the potential of all Māori students. The board and school leaders could now develop a coordinated approach to raising Māori student achievement by:

  • extending collaborative partnerships with whānau Māori so their goals and aspirations contribute to the school’s Success for Māori plan
  • promoting culturally responsive practices for teaching and leadership
  • evaluating the effectiveness of the school’s Success for Māori plan to ensure identified actions are achieved.

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. The school charter and strategic plan provide a cohesive plan for the school’s direction.

The experienced principal and leadership team work effectively with the board of trustees to maintain strong connections with the school community. They demonstrate collaborative practice and promote relational trust.

The board has a good balance of experienced and newly appointed members. Trustees have a clear understanding of their role and focus on improving student learning. Stewardship is evident in the way the board works strategically and collaboratively towards achieving the school community’s vision, values, goals and priorities.

Consideration should be given by the board and school leaders to developing school-wide evaluative practices to gauge how effectively programmes and teaching practices are focused on raising student achievement.

ERO and school leaders agree that the key priority for ongoing school development is to:

  • further enhance the strategic leadership of curriculum development and achievement across the school
  • align teacher appraisal to Education Council requirements
  • continue to strengthen evaluation capability across all levels of the school.

Provision for international students

The Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) was introduced on July 1st 2016. The school is aware of the need to update its policies and procedures to meet the new code requirements by December 1st 2016.

At the time of this review there were two international students attending the school.

The school has not yet started to align its policies and procedures to meet the requirements for the 2016 Code.

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

The school’s curriculum enables student learning, and includes a wide range of co-curricular programmes and leadership opportunities. Good quality teaching practices support the engagement and achievement of students across the school. The school intends extending the curriculum to more effectively cater for the diverse strengths, needs and interests of students.

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

Graham Randell

Deputy Chief Review Officer Northern

30 November 2016

About the School

Location

Maungakaramea

Ministry of Education profile number

12

School type

Composite (Years 1 to 13)

School roll

523

Number of international students

2

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori

Pākehā

other

30%

64%

6%

Review team on site

September 2016

Date of this report

30 November 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2013

December 2010

November 2007

Tauraroa Area School - 31/10/2013

1 Context

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

Tauraroa Area School is located southwest of Whangarei and caters for students from Years 1 to 13. Many students travel to school by bus from surrounding areas, including Whangarei city.

The school has a clear vision for students and the community “to be the best we can be”. High expectations for behaviour and academic endeavour are underpinned by the school’s 'Cornerstone Values' programme. These values are evident in staff and student interactions. The inclusive environment contributes to a positive school tone and a strong culture of care.

The three deputy principals have responsibility for the junior (Years 1 to 6), middle (Years 7 to 10) and senior (Years 11 to 13) areas of the school. The school has recently enrolled international students.

On-going school development is aimed at achieving high standards in all aspects of school operations. Significant property developments, such as a science and technology block and the senior study area and seminar room provide enhanced learning environments for students. These modern purpose-built facilities, and digital technologies, support the school’s vision for 21st Century learning.

The board is focussed on providing an education that enables students to develop as confident and capable learners. Since the 2010 ERO review trustees, school leaders and staff have focussed on using student achievement and engagement information to improve outcomes for students.

2 Learning

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

School leaders and teachers are increasingly making better use of student achievement information to strengthen teacher practice and monitor student progress.

Recent improvements include:

  • academic counselling that promotes success for senior students
  • teacher planning with a particular focus on building self managing learners
  • improving levels of student attendance and retention
  • strengthening the role of middle managers to lead learning across the school.

In Years 1 to 8, school information shows that the majority of students achieve at or above in relation to the National Standards for reading, writing and mathematics. Very good progress has been made, particularly in mathematics for Māori students. Students participating in the accelerated literacy learning initiative have made significant progress and achievement gains in writing. Teachers are continuing to strengthen moderation and reporting processes with regard to National Standards.

Achievement information for students in Years 9 and 10 indicates that good progress is made in reading and writing. Girls achieve particularly well. Māori students make good progress in reading. School leaders are beginning to track the progress of these students over time. Identifying trends and patterns will assist in setting better achievement targets for specific groups of students. This information could be useful to inform strategic planning.

National Certificate of Educational Achievement (NCEA) results show positive trends over the last three years. School information on student achievement in NCEA shows that:

  • merit and excellence endorsements are improving particularly at NCEA Level 1
  • the majority of students achieve above national levels and well above levels of similar type schools
  • Māori achievement has increased significantly at NCEA Level 2.

A growing school-wide culture of self review is contributing to the improvement of student achievement. Improvement-focussed teacher inquiry, using student achievement data, is becoming embedded in classroom practice particularly in the junior school. To increase students’ understanding of their learning, teachers could extend students' knowledge and use of achievement information.

ERO and school leaders discussed strategies to accelerate student progress that include:

  • collating and analysing trends and patterns in student leavers’ data
  • exploring ways to lift boys’ achievement across the school
  • improving the quality of NCEA credits to further increase endorsements
  • setting more specific targets with a greater focus on students at risk of not achieving.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning and includes a wide range of co-curricular programmes, and opportunities for leadership. Student-centred, evidenced-based approaches to learning are being developed and aligned with The New Zealand Curriculum (NZC).

Students requiring additional support are effectively identified and catered for through specifically designed learning programmes. Students benefit from well-managed pastoral care and guidance counselling that supports their learning. Careers planning and Gateway programmes support senior students very well.

Some high-quality teaching is evident where students are actively engaged and successful in their learning. Student-led conferences with parent involvement provide useful opportunities for students to take greater ownership of their learning.

Curriculum leaders work collaboratively. They have opportunities to develop and share good practices in planning and reporting. More evaluative department reports would contribute to senior and middle managers’ drive to improve outcomes for students.

The curriculum is broadened by programmes that cater for students interested in vocational learning. Courses in agriculture and hospitality encourage students to complete schooling and support their transition to tertiary programmes or employment. The school has recently upgraded its information and communication technologies (ICT) with the intention of providing an infrastructure to support 21st Century learning.

School leaders are planning to review the curriculum to provide more continuity of learning as students move from junior through to the senior school. ERO and school leaders agree that useful priorities for curriculum development could include:

  • developing a shared understanding of effective teacher practice
  • evaluating the success of initiatives to promote student learning
  • establishing specific leadership roles and curriculum responsibilities across the school to support a more seamless education for students.

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

Tauraroa Area School effectively promotes educational success for Māori, as Māori. Twenty-five percent of students at the school identify as Māori. The school year begins with a powhiri for new staff and students. Prominent in the factors promoting Māori student success is the establishment of a school kawa and the significant roles Māori students have in leading karanga, whaikorero, waiata and haka. Māori students express very positive attitudes to school and learning and are well represented in school leadership roles.

The principal has successfully established a strong bicultural partnership with Māori whānau. Regular meetings with Te Whānau o Tauraroa are attended by the principal and a Māori trustee.

Te reo Māori is integrated in the curriculum from Years 1 to 10. Evaluating the effectiveness of this programme would help to ensure that a sequential learning programme is provided. Students could then be better prepared to study te reo Māori at the senior levels. Currently senior students study te reo Māori through correspondence.

The school is involved in the Ngati Hine project 'Engaging Tamariki in Learning'. This iwi-funded project is focussed on increasing the number of Māori students achieving at NCEA Level 2. The programme includes support for students to set goals, be involved in kapa haka and a leadership programme for boys, Ngā Tama Toa.

Trustees, school leaders, Māori whānau and ERO agree that the development of a school-wide education plan for Māori success would provide a more coordinated and strategic approach to enhancing success for Māori students. The plan should specify achievement targets, and identify aspirations for success for Māori as Māori. The Measurable Gains Framework in Ka Hikitia: Managing for Success and Tātaiako could be useful resources to further promote teachers’ cultural responsiveness to Māori students’ culture, language and identity.

4 Sustainable Performance

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

Tauraroa Area School is well placed to sustain and improve its performance. The school charter and strategic plan provide a well aligned system for managing and reporting school improvement.

The senior leadership team is led by an experienced principal. The team works collaboratively to realise school goals. Increasingly they use self review to improve school performance and inform decision making. Middle managers are knowledgeable and focused on improving outcomes for students.

School leaders and teachers make good use of professional learning and development initiatives to support improved teaching. To strengthen the performance management system, the principal should ensure that all staff receive high quality feedback regarding their professional practice. This could be useful in promoting more meaningful individual goal setting that supports reflection on their own professional practice.

Trustees have complementary skills and are highly supportive of the senior leaders and staff. Senior managers’ reports to the board could be more evaluative to inform the board about the effectiveness of school initiatives and support strategic planning. These reports could also assist the board’s self review.

Provision for international students

The school is a signatory to The Code of Practice for the Pastoral Care of International Learners (the Code) established under section 238F of the Education Act 1989. At the time of this review there were four international students attending the school.

The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

The school makes good provision for the diverse educational aspirations of international students. Staff responsible ensure that the pastoral care for international students is monitored and responded to appropriately. Information about pastoral care, engagement and achievement of international students should be reported regularly to the board of trustees.

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.

During the course of the review ERO identified two areas of non-compliance. In order to address these, the board of trustees must:

  1. ensure that all support staff are appraised annually[National Administration Guideline 3 (ii), National Administration Guidelines 1993]
  2. ensure that police vetting of non-teaching and unregistered employees at school is undertaken every 3 years, on or about the third anniversary of the previous police vet[s78C, Education Act 1989].
When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

31 October 2013

About the School

Location

Maungakaramea

Ministry of Education profile number

12

School type

Composite (Years 1 to 13)

School roll

438

Number of international students

4

Gender composition

Girls 220 Boys 218

Ethnic composition

Māori

NZ European/Pākehā

British

other

25%

70%

3%

2%

Review team on site

September 2013

Date of this report

31 October 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2010

November 2007

July 2004