Tiaho Primary School

School Context

Tiaho Primary School in Wairoa has students from Years 1 to 6. The roll of 169 includes 89% of students who are Māori.

The school states that the overarching values of Te hiringa ite mahara, manaakitanga, ako, whanaungatanga and kaitiakitanga - pursuing excellence, respect and caring, seeking knowledge together, relationships and family and caring for the environment - support the school culture.

The school’s focus is raising the achievement of all students.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

• achievement and progress in reading, writing and mathematics

• attendance and student progress

• wellness.

A significant number of staff changes and fluctuating roll are evident since the April 2015 ERO report. A newly appointed chairperson leads the board of trustees.

In 2017-2018, staff and trustees have participated in a range of professional learning. These include: Positive Behaviour for Learning; mathematics and writing; and specific programmes to engage students in learning. Trustees have participated in New Zealand School Trustees Association initiatives.

Trustees and senior leaders are working with the community, Ngāti Kahungunu and teachers to establish school tikanga.

The school principal is the lead principal of the Mata Nui o Kahungunu 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 school is strengthening its response to those students whose learning and achievement requires acceleration and has high expectations that all students will progress and achieve. This expectation includes students who enrol at any time of the year.

School reported data for 2017 states that a small majority of students achieved at or above expectations in reading, writing and mathematics. Gender disparity is evident, as girls achieve better than boys in reading and writing.

Students with additional needs make appropriate progress against their individual goals. The school makes provision for specific programmes to support students’ learning and behaviour.

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

Newly introduced programmes across the school expected to accelerate learning, have yet to realise this outcome.

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?

Senior leaders, teachers and trustees strongly focus on increasing student engagement in learning. The school’s values, principles and practices are well implemented and shared understandings are clear. Students confidently describe the values that support them to be connected to their school. The teaching of the curriculum is increasingly responsive to students’ needs. Children are encouraged to understand and take responsibility for their learning and behaviour.

Students have a supportive environment that is conducive to their learning and wellbeing. Students’ emotional health is a priority. Staff and trustees advocate for students so that barriers to their participation in school life are minimised.

Teachers collaboratively engage in professional learning to further successful outcomes for students. A considered approach to grow and strengthen teachers’ practice is in place. An improved appraisal system supports ongoing teacher development.

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

In their stewardship role, trustees represent the community. They are committed to the wellbeing of students. They receive regular information that informs resourcing decisions in the interest of children. A self-identified board goal is to strengthen communication between staff, trustees and the wider community. Extending relationships with families and whānau for deliberately focused partnerships, to support student learning, is a key next step.

Evaluating the effectiveness of programmes and initiatives needs to be strengthened. Gauging the impact of practice on student outcomes, such as the recently introduced cultural responsiveness initiative to enhance student engagement, should assist in clearly determining success in addressing disparity and accelerating learning of students.

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.

4 Going forward

Key strengths of the school

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

• a professional, collaborative culture that leads to improved teacher practice

• shared values that support children’s engagement and wellbeing

• the focus on increasing student engagement that positively impacts on learning and behaviour.

Next steps

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

• developing effective learning partnerships with families and whānau

• implementing effective internal evaluation to know the impact of initiatives in improving equity and excellence for all learners
  [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

22 June 2018

About the school

Location	Wairoa
Ministry of Education profile number	1669
School type	Contributing (Years 1 to 6)
School roll	169
Gender composition	Male 54%, Female 46%
Ethnic composition	Māori 89% Pākehā 7% Other ethnic groups 4%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	May 2018
Date of this report	22 June 2018
Most recent ERO report(s)	Education Review, April 2015 Education Review, October 2012 Education Review, July 2009