Findings
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Tarrangower School’s performance in achieving valued outcomes for its students is: Needs development.
ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.
1 Background and Context
What is the background and context for this school’s review?
Tarrangower School is located in Taumarunui and caters for Years 1 to 8. The roll of 35 includes 31 Māori students. The school has two separate classrooms for different age groups of children.
The schools mission statement is for students to “Whaia te iti Kahurangi - Strive for Excellence”. Teaching and learning are underpinned by ‘Respect, Akoranga, Whanaungatanga and Excellence’, the RAWE values.
The principal joined the school just prior to the 2016 ERO review. Since then there have been several changes to staffing. A new classroom and principal release teacher were appointed at the start of 2019.
The principal and staff have participated in a range of Ministry of Education (MOE) professional learning and support over recent years. This includes working with the Student Achievement Function Practitioner in 2016; the Positive Behaviour for Learning programme 2016; individualised guidance to develop a localised school curriculum in 2018 and 2019. Trustees have received ongoing support from the New Zealand Schools Trustees’ Association.
Community links have been developed through adult education classes on site.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
The priorities outlined in the 2016 ERO report were to further develop:
- assessment practices that accurately measure student achievement and progress
- strategies to accelerate progress and improve outcomes for those students who need it
- curriculum design, content and delivery
- internal evaluation for improvement
- learning partnerships with whānau and the community
- the capability of trustees and increase the effectiveness of governance.
Progress
The school has made some progress in addressing several of the areas identified in the 2016 ERO report.
The 2018 standardised assessment data reported by the school, indicates that the majority of students are achieving at expected levels in reading, with less than half meeting expectations in mathematics and writing. The school is having an impact on improving learning for many students, and making a difference for some whose progress requires acceleration.
A learning focussed and caring environment is evident. Classrooms are calm and purposeful. Teachers have developed positive relationships. They know students well and are highly committed to addressing their diverse needs. Staff have worked to improve the physical conditions for teaching and learning. The school successfully has addressed a range of ongoing property issues.
Children’s wellbeing needs are well catered for. The school culture is inclusive. A holistic approach to pastoral care is in place. Teachers increasingly implement positive behaviour management strategies that link to the RAWE values. Students with additional and high needs are well supported by staff, with external agencies assistance sought appropriately when required.
Teachers are developing their capacity to measure children’s achievement in literacy and numeracy. A suitable range of assessment tools is used that has the potential to identify students’ progress over time. The next step is for teachers to develop their knowledge and expertise in using the tools more effectively to obtain an accurate picture of achievement and rates of progress for all students. This should particularly include those at risk of underachievement.
The dependability and reliability of overall teacher judgements about students’ achievement in relation to The New Zealand Curriculum levels require strengthening. Moderation between teachers and with other schools should promote more rigour. Teachers need to improve their use of assessment data to inform decisions about teaching strategies that meet the learning needs of individual students.
The curriculum includes a wide range of learning opportunities for students within and beyond the school. Te reo and te ao Māori are increasingly integrated and visible in the learning and everyday activities.
The school’s strategic plan reflects the principal’s and teachers’ focus on developing good relationships with family’s and whānau. Links with the wider community are currently being enhanced through adult-education classes held at the school. The next step is to continue to strengthen these relationships and build partnerships that promote children’s learning.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school is beginning to develop capacity to sustain and improve its performance.
Leaders need to establish a shared understanding of effective evidence-based evaluation and use this to determine the worth and impact of planned actions on improving outcomes.
Leaders have valued ongoing MOE support to develop a localised curriculum focused on students’ sense of connection and belonging. Plans are in place to build the school’s response to children’s cultures, languages and identities so they are valued and enhanced. Establishing agreed expectations for effective teaching, learning and curriculum delivery, based on current best practice is required. This should better support teachers to promote students’ achievement and accelerate their progress. It should also provide a basis for curriculum evaluation.
A system has been developed for appraising teachers’ and the principal’s performance, including the collection of evidence towards meeting the Standards for the Teaching Profession. Further strengthening of the process and rigorous implementation are required to better support improved practice. Stronger emphasis on teachers inquiring into their effectiveness and using evidence to show accelerated achievement for priority students should help promote improved outcomes.
Trustees are committed to supporting and resourcing equity for all learners, and improving outcomes for students. Some analysed achievement information is shared with the BOT during the year.
To support strengthened governance, the newly elected trustees should further build their understanding of their roles and responsibilities; evaluate the effectiveness of decisions made to promote equity and excellence; and set more specific targets focused on rates of progress for identified groups of students at risk of not achieving.
Key next steps
In order to continue to increase effectiveness, strengthen sustainable performance and improve achievement for all students, the schools needs to:
- strengthen assessment practices to gain a more accurate and dependable picture of student achievement and progress
- continue with the ongoing development of a localised curriculum that promotes successful outcomes for all children
- further strengthen its response to students’ cultures, languages and identities
- build capability to use evidence-based evaluation
- enhance relationships and partnerships that promote learning
- strengthen the appraisal process
- build trustees’ effectiveness in fulfilling roles and responsibilities.
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
- school policies in relation to meeting the requirements of the Children’s Act 2014.
4 Recommendations
Recommendations, including any to other agencies for ongoing or additional support.
The board of trustees should seek further support through external providers, including the New Zealand Schools Trustees Association, to grow capability and improve their effectiveness in stewardship.
Conclusion
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Tarrangower School’s performance in achieving valued outcomes for its students is: Needs development.
ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.
ERO’s Framework: Overall School Performance is available on ERO’s website.
Phil Cowie
Director Review and Improvement Services Central
Central Region
9 August 2019
About the School
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Location
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Taumarunui
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Ministry of Education profile number
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1982
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School type
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Full Primary (Years 1 to 8)
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School roll
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35
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Gender composition
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Males 21, Females 14
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Ethnic composition
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Māori
NZ European/Pākehā
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31
4
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Special Features
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None
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Review team on site
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June
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Date of this report
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9 August 2019
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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July 2016
February 2013
March 2010
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