Maata Street , Taumarunui
View on mapThis Profile Report was written within ten months of the Education Review Office and Taumarunui 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
Taumarunui Primary School is located in Taumarunui, Ruapehu district, providing education for students in Years 1 to 8. A high percentage of students in the school identifies as Māori.
Taumarunui Primary School’s strategic priorities for improving outcomes for learners are:
to raise student achievement in all curriculum areas with particular attention to literacy and mathematics
to use student achievement data to inform teaching and learning
to identify and implement best practices to improve student attendance.
You can find a copy of the school’s strategic and annual plan on Taumarunui Primary School’s website.
ERO and the school are working together to improve rates of progress for all students in literacy with a focus on boys and Māori learners. An ongoing focus on attendance will further support learning and achievement.
The rationale for selecting this evaluation is:
the need to increase rates of attendance, engagement and achievement for all tamariki
the commitment to further strengthen evaluation practices for continuous improvement.
The school expects to see improved progress and equitable outcomes for students in reading and writing.
The school can draw from the following strengths to support its goal to build evaluation skills and raise student outcomes in literacy:
a whānau-based school culture that promotes a caring, inclusive learning environment
strengthened partnerships with local hapu and iwi that promote cultural diversity, identity and belonging
distributed leadership that supports a cohesive direction for all staff.
Moving forward, the school will prioritise:
implementing targeted actions to increase rates of progress in literacy for all students with a particular focus on boys and Māori learners
increasing opportunities for professional development to build collective capability in evaluation that informs responsive planning, 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.
Shelley Booysen
Director of Schools
19 June 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of November 2022, the Taumarunui Primary School, School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Taumarunui 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
19 June 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Taumarunui Primary School caters for students from Years 1 to 8. At the time of this review there were 156 children enrolled with 91% identifying as Māori and eight receiving learning additional support.
Since the July 2014 ERO report, some new board members have been elected and some staff changes have occurred.
The school’s new vision, ‘Building a Better Future’, describes its community’s hopes and aspirations for each student. Success, achievement and wellbeing are key drivers for the school.
External professional learning and development (PLD) for teachers in accelerating literacy achievement, reflects the school’s focus on improvement. A Ministry of Education Student Achievement Function Practitioner provided support to the school in 2015 - 16. Trustees also accessed training from the New Zealand School Trustees Association to grow their understanding and stewardship capacity.
At the time of this ERO review, school achievement data showed that nearly 50% of students achieve success in relation to the National Standards in reading, writing and mathematics. Disparity in achievement in reading and writing is evident, with girls performing better than boys.
Strong processes and systems are in place to support the pastoral care of children, their wellbeing and the development of their competencies. Students enjoy a sense of belonging and connection to the school and its community.
The school is developing processes to accelerate the learning and achievement of those children at risk of underachieving. More deliberate goals and actions aligned to these students’ needs should sharpen the school’s focus.Strengthening understanding and use of internal evaluation for improvement is needed.
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and other children remains. The school agrees to: develop more monitor discuss the school’s progress with ERO.targeted planning to accelerate learning for all children;targeted planning, improved teaching, and children’s progress;
ERO is likely to carry out the next review in three years.
The school is developing its effectiveness in responding to Māori and other children whose learning and achievement need acceleration.
Nearly 50% of students achieve success in relation to the National Standards in reading, writing and mathematics. Disparity in achievement in reading and writing is evident, with girls performing better than boys. Students requiring additional learning assistance are well supported through individual planning and monitoring, consultation with whānau and well-considered teacher and teacher-aide provision.
Moderation processes support teachers in making dependable judgments about children’s progress and achievement. This information is shared with parents, whānau and trustees. It also provides the board, school leadership and teachers with a picture of student achievement.
Staff and trustees are strengthening their capability and school processes to better support and promote the achievement of all learners.
Children at risk of not achieving in relation to the National Standards are clearly identified. Their strengths, interests and needs are well known by classroom teachers. Group work, using culturally authentic contexts, leads to meaningful learning.
Te ao Māori is highly evident and central to school practices.Students enjoy a sense of belonging and connection to the school and its community. They feel included, cared for and confident in their language, culture and identity.
Children are taking increasing ownership of their learning and are supported to describe what they know and what they need to learn next. Teachers are collaborative and reflective. They value opportunities to improve their practice and share successes.
Strong processes and systems are in place to support the pastoral care of students, their wellbeing and the development of their competencies. Children are given many opportunities for leadership. Tuakana teina relationships are fostered. The school values of fair play, empathy, aroha, tautoko, honesty, excellence, respect and safety set the tone and expectation for the positive relationships evident throughout the school.
The school reaches out to its community, developing strong connections and relationships to support children’s learning. Whānau and families are made to feel welcome. Their views, expertise and contributions are valued.
The school continues to strengthen the conditions required to achieve equity and excellence for all children.
Leaders and ERO agree that they should more strategically and relentlessly pursue a small number of aligned goals and targets for those children whose learning and achievement needs acceleration. Assessment practices are developing to inform teaching, track achievement and learner progress.
The principal has identified that priority should also be given to:
These improvements should be underpinned by ongoing evaluation of what is working, what is not and what needs to change.
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.
The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and other children remains.
Leaders and teachers:
know the children whose progress and achievement need to be accelerated
need to develop and implement approaches that effectively meet the needs of each child
need to improve the school conditions that support the acceleration of children’s progress and achievement
need to build teacher capability to accelerate children’s progress and achievement.
The school agrees to:
develop more targeted planning to accelerate progress for children
monitor targeted planning, improved teaching, and children’s progress
discuss the school’s progress with ERO.
ERO will:
ERO is likely to carry out the next review in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
1 November 2017
|
Location |
Taumarunui |
|
Ministry of Education profile number |
1986 |
|
School type |
Full Primary |
|
School roll |
156 |
|
Gender composition |
Boys 54%, Girls 46% |
|
Ethnic composition |
Māori 91% |
|
Provision of Māori medium education |
No |
|
Review team on site |
August 2017 |
|
Date of this report |
1 November 2017 |
|
Most recent ERO report(s) |
Education Review July 2014 |