93 Clyde Road , Wairoa
View on mapTiaho Primary School
Tiaho Primary School
Te Ara Huarau | School Profile Report
Background
This Profile Report was written within 8 months of the Education Review Office and Tīaho Primary 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
Ko Whakapunake te maunga
Ko Te Wairoa Hōpūpū Hōnengenenge Mātangi Rau te awa
Ko Takitimu te waka
Ko Ngāti Kahungunu te iwi
Ko Te Rauhina te marae
Ko Tīaho te kura
Tīaho Primary School is located upon the whenua of Ngāti Kahungunu o Te Wairoa and caters for ākonga in years 1 to 6. The schools overarching value Te Hiringa i te Mahara – serves as korowai and is supported by the values of Ako, Kaitiakitanga, Manaakitanga and Whanaungatanga which guide all aspects of schooling.
Tīaho Primary School’s strategic priorities for improving outcomes for learners are:
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success for all
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learning and achieving for the future
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powerful partnerships
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passionate and skilled staff.
You can find a copy of the school’s strategic and annual plan on Tīaho Primary School’s website.
ERO and the school are working together to evaluate how effectively literacy practice at Tīaho Primary School is promoting positive learner outcomes.
The rationale for selecting this evaluation is:
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to respond more effectively to known trends in literacy data
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to improve literacy outcomes for all learners.
The school expects to see accelerated progress for all learners, leading to improved achievement in literacy.
Strengths
The school can draw from the following strengths to support the school in its goal to improve learner progress and achievement in literacy:
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learners experience a school climate that promotes their sense of cultural identity
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the learning culture is characterised by respect, inclusion and collaboration
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organisational conditions support and promote learner wellbeing and inclusion.
Where to next?
Moving forward, the school will prioritise:
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the construction and implementation of a school wide plan for literacy development
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the growth in teacher capacity and capability through professional learning leading to improved literacy outcomes for learners
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accelerated progress for target groups.
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
2 May 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
Tiaho Primary School
Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026
As of March 2023, the Tīaho Primary 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 Tīaho Primary 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
2 May 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
Tiaho Primary School - 22/06/2018
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:
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achievement and progress in reading, writing and mathematics
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attendance and student progress
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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:
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a professional, collaborative culture that leads to improved teacher practice
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shared values that support children’s engagement and wellbeing
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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:
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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% |
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 |