Timaru Christian School

Timaru Christian School

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context

Timaru Christian School is an integrated school located in Canterbury. It provides education for students in Years 1 to 10. The school’s values of Love, Grace, Servanthood, Truth and Perseverance underpin the school’s special Christian character.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation. 

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction. 

Part C: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Previous Improvement Goals 

Since the previous ERO report of October 2022, ERO and the school have worked together to evaluate how effectively the curriculum, practices and relationships that reflect the school’s special character support student wellbeing and success. 

Expected Improvements and Findings 

The school expected to see:

Extended wellbeing and achievement for learners.

  • Data shows decline in achievement in reading, writing and mathematics since 2019.
  • A consistent framework for analysing, planning for and responding to student wellbeing data needs to put in place by leaders with outcomes and progress reported on to the Board and families. 
  • Leaders have initiated professional development for staff in relationship-based learning (RBL) in 2024; the impact of an action plan to improve connections with families requires further analysis and development.

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

Outcomes for learners need improvement.
  • At the time of the review, ERO did not have confidence in the validity of learner progress and achievement information; leaders and the board have prioritised reviewing processes for knowing and responding to the progress and achievement of learners.
  • 2023 data reported to the board shows the achievement gap for Māori and Pacific learners and other ethnicities in writing and mathematics is widening; strengthening analysis for groups of learners remains a priority.
  • The school meets the Ministry of Education targets for attendance with a large majority of learners attending regularly.

Conditions to support learner success

Leaders are beginning to develop programmes and practices to promote student wellbeing, learning and engagement.
  • Leaders have established support for teachers to grow the quality of relationship-based learning (RBL), as a strategic long-term goal, to improve outcomes for students; this is in the initial stages of implementation.
  • Leadership needs to meet regularly to discuss trends and patterns and identify improvements required for teaching and learning; developing robust systems for data analysis and monitoring strategic actions with regular review and reporting of improvements to teaching and learning is urgent. 
  • Senior leaders need to prioritise systematic analysis of shifts in progress and achievement information with teachers to intentionally plan for, record and evaluate teachers’ actions to accelerate student progress.
The quality of teaching is variable; greater consistency and coherence of practice is required school wide.
  • The school’s curriculum planning is yet to provide clear guidance and expectations for teaching and learning, underpinned by the school’s cultural history and stories.
  • Priority given to pastoral supports across the school is reflected in strategic planning; this needs to be tracked and progress regularly monitored. 
  • Teachers increasingly identify individual students’ strengths and plan for groups with additional needs; consistent use of effective and agreed strategies across all classes would improve student outcomes.
The school is working towards establishing key conditions for success.
  • The board and leaders are developing ways to gather and review whānau and student perspectives to inform strategic planning and the allocation of resources, to better support student success. 
  • The board has a growing understanding of their responsibilities for oversight of learner engagement, wellbeing, progress and achievement; they are currently reviewing and clarifying governance roles and responsibilities.
  • A rigorous, consistent approach to reviewing policies is needed in order to provide a well-defined framework for governance and operations, providing greater assurance that the school is compliant.
  • Progress, achievement, learning needs and pastoral care need to be systematically tracked, monitored, and effectively analysed for groups of students by leaders and teachers to inform actions and ensure clear reporting to the board and school community.

Part C: Where to next?

The agreed next steps for the school are to: 

  • strengthen leadership systems, structures and practices to purposefully grow the quality and consistency of teaching and learning in reading, writing and mathematics
  • further develop a localised, cohesive curriculum to reflect the school’s local context, underpinned by a collective commitment to Te Tiriti o Waitangi
  • ensure robust assessment practices school wide enable the cohesive collection of progress and achievement information
  • build relationships further, engaging with the school community in deliberate ways to inform school wide decision making.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within three months:

  • ensure all policies comply with regulatory and legislative requirements and are fit for purpose
  • formalise regular, focused leadership meetings and staff meetings, with recorded goals and tracked actions 
  • embed the framework to develop teachers’ capability to grow the quality of relationship-based learning (RBL) for improved outcomes for students
  • leaders engage in professional learning and development in assessment practices and tools to strengthen consistent systems for the effective use of achievement information 

Within six months

  • establish and embed consistent use of an agreed student management system for staff to monitor student attendance, achievement, learning needs and pastoral information
  • leaders ensure the consistent use of an agreed system for staff to monitor student attendance, achievement, learning needs and pastoral information that meets requirements for the efficient analysis of data for individuals and groups
  • leaders and teachers regularly analyse and use data to inform planning and programmes for students

Annually:

  • leaders implement a coherent approach to gather, analyse, and report on student achievement and progress, and to evaluate improvement in teaching and learning outcomes over time 
  • leaders plan responsive professional development for staff to ensure consistent, high-quality teaching and learning 
  • leaders report to the board valid analysis of achievement trends and patterns for groups of learners to strengthen effective decision making
  • board and leaders ensure strategic planning and its implementation incorporates student and family aspirations. 

Actions taken against these next steps are expected to result in:

  • equitable academic achievement, aligned with curriculum expectations
  • consistent, high-quality teaching 
  • effective governance and leadership structures and systems
  • enhanced community relationships and partnerships for improving student success
  • sustained high levels of attendance. 

Recommendation to the Ministry of Education

ERO recommends the Secretary for Education consider intervention, listed in section 171 of the Education and Training Act 2020, by providing specialist support to bring about the following improvements:

  • school systems, policies and procedures
  • assessment practices, learner outcomes, progress and achievement. 

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

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Shelley Booysen
Director of Schools

6 December 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

Timaru Christian School

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of June 2024, the Timaru Christian 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 has identified the following areas of non-compliance during the board assurance process:

  • Review policies cyclically and responsively, according to changing regulatory and legislative requirements, to ensure a safe physical and emotional environment is maintained 
    [Section 127 Education and Training Act 2020]
  • Having particular regard to the Statement of National Education and Learning Priorities (NELP) when developing/renewing strategic goals 
    [Section 127 Education and Training Act 2020, National Education and Learning Priorities (NELP) 2020]
  • In consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students 
    [Section 127 (1) (d) and section 139 Education and Training Act 2020; NELP 5]
  • Following the school’s procedures for addressing formal complaints to the board 
    [Education and Training Act 2020] 
  • A sufficient record of in-committee meetings, in writing, is required to evidence the board’s decision making on matters of a sensitive nature 
    [Education (School Boards) Regulations 2020, Public Records Act 2005]
  • Providing structured anti-bullying programmes for students 
    [Section 127, Education and Training Act, 2020; National Education and Learning Priorities (NELP) 2020]
  • Through regular hazard identification, analysis and reporting of accidents and incidents, ensuring that the board provides a safe physical and emotional environment for students and control risks in the school workplace 
    [Section 127, Education and Training Act 2020; Health and Safety at Work Act 2015]
  • Having a current child protection policy available for the community and providing regular training for staff 
    [Section 15, Oranga Tamariki Act, 1989; Part 6 and Sections 18 and 19, Children’s Act 2014].

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

Further Information

For further information please contact Timaru Christian 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.

Shelley Booysen
Director of Schools

6 December 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

Timaru Christian 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

The school is a signatory 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. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code. 

At the time of this review there were no international students attending the school, and no exchange students.

Shelley Booysen
Director of Schools

6 December 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 

Timaru Christian School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within twelve months of the Education Review Office and Timaru Christian 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 

Timaru Christian School is a special character school for learners from Years 1 to 10. It is a member of the South Timaru Kāhui Ako/Community of Learners.

Timaru Christian School’s strategic priorities for improving outcomes for learners are:

  • a Biblically embedded curriculum

  • strong community partnerships

  • motivated and enthusiastic learning and discipleship.

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

ERO and the school are working together to evaluate how effectively student wellbeing and success is supported by a culturally responsive curriculum and practices and relationships which reflect the school’s special character.

The rationale for selecting this evaluation is:

  • the focus is underpinned by the school’s three strategic aims and is part of a wider review to create a refreshed, localised curriculum that promotes equity and excellence for all learners

  • woven through these aims is a commitment to build understanding of Te Tiriti o Waitangi and whanaungatanga in school decision making and practices to support Māori success as Māori

  • analysed school data shows scope to enhance achievement outcomes for Māori and Pacific learners.

The school expects to see enhanced relationships at all levels, supporting a range of positive outcomes that includes growing educationally powerful connections with families and extending wellbeing and achievement for learners.

Strengths

The school can draw from the following strengths to support the school in its goal to enhance wellbeing and educational success:

  • embedded, shared Christian values and ethos

  • a proactive approach to consultation and engagement with the school’s community

  • valuing diverse cultures, celebrating, and promoting an inclusive learning environment.

Where to next?

Moving forward, the school will prioritise:

  • using data to set evidence-based targets and goals for Māori and Pacific learner success

  • growing culturally responsive teaching practices to improve achievement for Māori and Pacific learners

  • developing evaluation practices to further inform strategic direction and improve teaching and learning.

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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

17 October 2022 

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

Timaru Christian School - 09/08/2017

Findings

Timaru Christian School provides Christian-based education. The school makes effective use of achievement information to make positive changes to learners’ engagement, progress and achievement. Children benefit from a broad and interesting, bible-based curriculum. They participate and learn in a caring, collaborative and inclusive learning community.

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?

Timaru Christian School provides Christian-based education. Children travel from around the Timaru region to attend. The roll is culturally diverse, including seven children with Māori and 14 with Pacific heritage. The school roll has increased. Additional staff have been appointed. In consultation with its community, the school now provides education from new entrants to Year 10.

The school vision of “Christ-centred learners with servant hearts”, and the key values of love and grace through servanthood, truth and perseverance, underpin the curriculum and practices within the school.

The school places importance on growing community and family/whānau partnerships. It belongs to a cluster of rural schools, the Timaru South Kāhui|Ako Community of Learning (CoL), and a network of Christian schools. A Christian preschool is located beside the school and most children transition to the school when turning five. The school is creating stronger links with the preschool to ensure smooth transitions.

School leaders and the Board of Trustees have made good progress in addressing the recommendations of the 2014 ERO review. The board now has a useful strategic plan, with a focus on raising student achievement and developing the special character of the school.

2 Learning

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

The school makes effective use of achievement information to make positive changes to learners’ engagement, progress and achievement. Student achievement patterns in relation to National Standards in reading, writing and mathematics show an upward trend over the last three years, with good levels of achievement for most students. However, there are some disparities in achievement between different groups in the school including boys, and in writing. 

School leaders and teachers have effective processes for identifying all children at risk of not achieving and provide well considered interventions to accelerate learning for those students. These have proved to be particularly effective for children in years one and two and a group of Year 8 children in 2016 who needed to accelerate their achievement in mathematics.

The school uses a range of assessment tools and guidelines for moderation to make reliable overall teacher judgements in relation to the National Standards. School leaders agree that the rigour of moderation practices can be strengthened by continuing to build all teachers capability in this area and continuing to work with other schools.

The board effectively uses learning information to make resourcing decisions to improve the learning of all students. Trustees set specific targets to lift achievement for some learners at risk of poor educational outcomes. The next step for trustees is to ensure these targets include all students at risk of not achieving, and to extend achievement expectations for others.

The principal and school leaders are taking an intentional approach to better respond to the language, culture and identity of the increased number of children with Pacific heritage in the school. They have seen a positive shift in the engagement and achievement of these children, and especially those in the senior school.

Teachers help children to set learning goals and know about aspects of their progress and learning. Leaders agree this is an area for continued development.

The board, leaders and teachers should:

  • strengthen moderation practices
  • extend targets
  • continue to grow children’s learning to learn capabilities.

3 Curriculum

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

The school curriculum is very effectively designed to promote and support children’s learning within a Christian world view. The school’s values and programmes are strongly aligned to the New Zealand Curriculum.

Children’s learning benefits from broad and interesting programmes, where they learn in and beyond the classroom. A key feature of the school’s curriculum, is the way children contribute to the life of the school and community through acts of service related to the value of servanthood. Children with additional learning needs, including gifted and talented, are well supported.

The recently developed Year 9 and 10 programme has been informed by extensive planning and research before starting in 2016. Children in Years 9 and 10 benefit from an integrated programme designed to prepare them with the necessary learning skills to transition to Year 11 at other schools.

School leaders and teachers regularly seek and respond to children’s opinions about many aspects of school life. This helps promote children’s sense of wellbeing and belonging in the school. 

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

Māori children achieve equitably in reading and mathematics, in relation to the National Standards, but not in writing. The school, led by the principal, is increasingly seeking ways to engage with Māori whānau and to value the bicultural nature of Aotearoa New Zealand and increase Māori perspectives in programmes and practices. Leaders agree this is an area for continued development. The board needs to consider what success as Māori means for its school.

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 board has undertaken professional development to clarify its roles and responsibilities. Trustees have a strong focus on student achievement. With the principal, they have set a clear direction for the school through a well-developed vision, and values. Trustees regularly review key aspects of the school’s operation and consult widely on this.

The principal and senior leader have effectively managed the school through a period of strong roll growth. They provide strong shared leadership and clear guidance to teachers to help promote consistency and effectiveness of teaching. An improved appraisal system is contributing to teacher growth and development. A next step is to more explicitly link expectations for accelerating student achievement in teaching as inquiry.

The principal is leading a culture of improvement and collaboration. She leads evaluation of curriculum areas and aspects of school operations. To be more effective, internal evaluation needs to:

  • prioritise specific areas for improvement
  • include deep investigation and rigorous sense-making processes
  • use relevant information at student, classroom teacher and school levels to promote improvement.

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

Timaru Christian School provides Christian-based education. The school makes effective use of achievement information to make positive changes to learners’ engagement, progress and achievement. Children benefit from a broad and interesting, bible-based curriculum. They participate and learn in a caring, collaborative and inclusive learning community.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

9 August 2017

About the School 

Location

Timaru

Ministry of Education profile number

1611

School type

Area School (Years 1-10)

School roll

102

Gender composition

Boys: 52%

Girls: 48%

Ethnic composition

Māori
Pākehā
Pacific
Asian
Other

7%
60%
12%
9%
12%

Review team on site

June 2017

Date of this report

9 August 2017

Most recent ERO report(s)

Education Review
Education Review
Supplementary Review

May 2014
March 2011
February 2008