Tahuna School

School Context

Tahuna School is a contributing primary school catering for students from Years 1 to 6. It is situated in a rural area, 20 kilometres north of Morrinsville.

Since the last ERO review in 2016, a new deputy principal has been internally appointed. The school has experienced significant roll growth. The current roll of 91 includes 10 students of Māori descent and a small number from other ethnicities. There are fluctuations in roll numbers throughout the year, often in response to the local community farming context. Building work as a result of the growing roll is underway.

The Tahuna School motto is ‘Learners for Life’ and the vision is to develop dynamic learners who make a positive contribution to their community. The school promotes its ‘CARES’ values of challenge, achievement, respect, encouragement and support.

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

• reading, writing and mathematics.

The school is a member of the Morrinsville Kāhui Ako and have accessed schoolwide professional development on teaching as inquiry.

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 working towards achieving equitable and excellent outcomes for all students who need this.

In 2018, most students achieved expected curriculum levels in reading, writing and mathematics.

Achievement levels in literacy and mathematics have increased since 2016. This data shows that there is significant disparity between Māori and Pākehā in reading, writing and mathematics. School data also indicates that girls achieve at significantly higher levels than boys in these areas. This pattern of achievement remained consistent between 2017 and 2018.

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

The school is able to show accelerated learning and progress for some Māori and other students who need this.

Analysed 2018 data shows more than half of at-risk learners in reading, writing and mathematics, made accelerated progress to reach expected curriculum levels. Girls made significantly more progress than boys in all areas.

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?

Students experience settled and calm learning environments. Positive and affirming relationships between students and teachers were observed. Supportive learning environments enhance students to be engaged and on task with their learning. Teachers use a wide range of effective teaching strategies. They identify students requiring additional learning support within the class, and plan, track and monitor these students. The teaching programme has a strong focus on literacy and mathematics. Some classes have effective examples of student-led learning, supporting self-management and students knowing their next learning goals.

There is a positive and inclusive school culture. Students experience a wide curriculum and they are actively involved in learning experiences that include their strengths and interests. There are many opportunities for students to be extended across curriculum areas including sports, leadership, technology and literacy. Students are encouraged to work cooperatively with their peers in ability and social groupings. Students with additional learning and health needs are well integrated and supported in classroom programmes. There are opportunities for parents to contribute to the daily life of the school.

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

Leaders and trustees need to continue to build their knowledge of school operation. There is a need to review and refine the charter, strategic and annual plan goals to provide a more aligned approach to school development.

There is also a need to build leadership of learning capability in the school giving priority to:

• setting specific achievement targets in the charter focused on students below expected curriculum levels making accelerated progress
• strengthening the use of schoolwide achievement information including monitoring and reporting on the progress of at-risk learners
• developing an agreed understanding of effective teaching practice and learning pathways of literacy and mathematics
• implementing consistent school-wide processes that support students to be aware of their achievement and learning
• considering implementing a schoolwide te reo Māori programme.

Priority should also be given to:

• finalising the current review of reporting to parents to ensure it includes clear information relating to their child’s progress against expected levels
• implementing a robust appraisal process that reflects the school’s current documented policy
• leaders and teachers implementing a collaborative approach to schoolwide improvement with a focus on acceleration to reduce disparity, especially for Māori and boys.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Tahuna School’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.

5 Going forward

Key strengths of the school

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

• teachers who use a range of teaching techniques and provide supportive learning environments that engages students in learning
• an inclusive school culture and wide curriculum that provides opportunities for all learners to participate.

Next steps

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

• trustees and leaders continuing to access support to strengthen an aligned approach to school operation
• leadership of learning to achieve equity for all groups in the school
• using and reporting data to better identify what is working well for students’ learning and where improvements are needed.

Actions for compliance

ERO identified non-compliance in relation to health and safety, safety checking of staff, Equal Employment Opportunities, including appraisal and personnel. In order to address this, the board of trustees must:

• ensure that the hazard register is accurately completed
  [National Administration Guideline 5]
• more clearly document the process of safety checking of staff
  [National Administration Guideline 5]
• be provided with personnel reports by the principal.
  [National Administration Guideline 2]

Since the on-site phase of the review the school has made good progress in addressing these aspects of health and safety compliance. In addition, an annual board work plan has been developed and progress has been made in addressing some of the key next steps in the report. The board is well aware of aspects of the school that need further development and committed to ongoing school improvement.

Recommendations to other agencies

ERO recommends that the school considers accessing relevant professional learning to address the key next steps identified in this report.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

6 July 2020

About the school