Te Rerenga School

School Context

Te Rerenga is a rural school located on the eastern side of the Coromandel Peninsula between Coromandel and Whitianga. The school caters for students from Years 1 to 8. The current roll of 81 includes 14 students who identify as Māori. Since the previous ERO review the principal has remained in her role and there have been minimal changes to the teaching team. There has been significant roll growth.

The school’s vision states ‘Learning, it’s what we do.’ The mission is to ‘promote a learning environment which empowers our children with skills and attitudes for life.’ School values include courage, resilience, teamwork and appreciation.

Strategic aims include:

• providing interesting high-quality learning programmes with an emphasis on literacy and numeracy
• encouraging children to take increasing responsibility for their own learning and strive for excellence in their own learning goals
• promoting strong partnerships and effective communication between home and school
• developing awareness, respect and appreciation of local iwi history Ngāti Huarere and Ngāti Hei and the environment
• nurturing a love of learning and developing confident learners.

Leaders and teachers have been involved in professional learning and development in culturally responsive and relational practice, and literacy and mathematics.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in reading, writing and mathematics.

The school is a member of the Coromandel Community of Learning|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 working towards achieving equitable and excellent outcomes for all its students. 2018 achievement information provided by the school shows that almost all students achieve at or above the appropriate curriculum level in reading. Most students achieve well in mathematics and a large majority achieve in writing.

There is some disparity in achievement for Māori compared with Pākehā in mathematics and writing. Boys and girls are working at comparable levels in reading and mathematics. Girls are achieving at higher levels than boys in writing.

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

The school is accelerating the learning of most Māori and others who need it. School achievement information shows effective acceleration in reading, writing and mathematics in 2017 and in reading and mathematics in 2018. Students with additional needs make appropriate progress in relation to their individual goals.

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?

Strong professional leadership guides all aspects of school development. Leaders have established positive relationships between staff, students, community and local iwi. Clear and consistent expectations designed to support teaching, learning and accelerated outcomes have been established. Leaders promote and participate in professional learning and development to enhance teacher capability. A strategic focus on culturally responsive practice supports Māori student sense of identity and belonging. There is a strong emphasis on student wellbeing, learning and achievement.

The rich curriculum effectively engages students in their learning. Inquiry-based themes provide relevant and authentic contexts. A range of extra-curricular activities enrich learning for students in a supportive family-like environment. There are many opportunities that enable students to develop leadership skills. The unique place of Māori is shared and celebrated. Children with additional needs are well catered for through detailed individual planning.

Teachers respond well to the learning needs of students. Those whose learning requires acceleration are clearly identified and progress monitored closely. Learning intentions and progressions guide deliberate planning for groups of students. Individualised support enables all students to achieve. Positive and affirming relationships between teachers and students contribute to caring learning environments. Teachers promote positive partnerships for learning through regular communication with parents, family and whānau.

Trustees work collaboratively to improve outcomes for students. They actively represent and serve the school community. Regular consultation ensures community aspirations are heard. Trustees set appropriate targets focused on accelerating the achievement of at-risk students and receive regular reports on the progress of their students. Informed decision-making based on achievement data and recommendations from leaders enables students to have equitable opportunities to learn.

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

Leaders and teachers should empower students to lead their own learning by:

• continuing to strengthen students’ knowledge of their own learning and next steps especially for those at risk of not achieving to support acceleration
• further developing a consistent approach to school-wide formative assessment practices to raise overall levels of achievement and acceleration in writing.

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 Te Rerenga School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance 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:

• leadership for learning that is focused on school improvement
• a curriculum that effectively enables high levels of student achievement and engagement
• teaching practice that improves outcomes for students.

Next steps

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

• further developing student agency to grow independent learners.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

• ensure teachers and authorised staff are suitably supported and trained in Physical Restraint processes and procedures (Clause 10)

Phillip Cowie

Director Review and Improvement Services

Central Region

29 July 2019

About the school

1 Context

Te Rerenga School, is a rural school situated near Whāngapoua Harbour on the east coast of the Coromandel Peninsula. It provides education for students from Years 1 to 8. The current roll of 75, includes 12 children who identify as Māori. Since the last ERO review in 2013 leadership of the school has remained constant and some trustees are new to their governance roles. Teachers participate in a wide range of professional development to improve their teaching and address the learning needs of children.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are to be empathetic, be open minded, be passionate, be risk takers and to persevere. These outcomes are supported by the schools values of 'honesty, respect, trust and equity for all in a happy, safe, caring environment'. The school's mission statement aims to promote a learning environment, which empowers children with skills and attitudes for life.

The school’s achievement information shows that from 2013 to 2015 the proportion of Māori achieving at and above the National Standards in reading, writing and mathematics is approximately 60%. This has remained similar each year. In 2015, a significant proportion of Māori boys made accelerated progress in reading. Data shows that approximately 75% of other children at this school achieved at or above the relevant National Standards.

The school has processes in place to support teachers to make reliable judgements in relation to the National Standards. This includes accessing external expertise.

Since the last ERO evaluation the school has introduced a range of strategies to improve and accelerate learning and achievement for all children. These include:

• implementing support programmes in literacy and mathematics
• teacher professional development to strengthen a more culturally responsive curriculum
• the increased use of formative teaching and learning strategies
• developing meaningful learning partnerships with parents and whānau.

3 Accelerating achievement

How effectively does this school respond to children whose learning and achievement need acceleration?

This year, the school has identified, and is undertaking a more strategic, and clearly documented approach to be more effective in raising levels of achievement for all children needing acceleration. This is in response to lower than expected levels of achievement in 2015/2016.

This approach is supporting many children, including Māori to make accelerated progress. Successful aspects of the school's response to accelerating achievement are:

• the development of a detailed plan to raise the achievement for Māori that is strongly aligned with school charter priorities and strategic direction
• ongoing monitoring in classrooms and school wide for individuals and groups of children
• external professional learning for teachers to promote researched-based teaching strategies that are likely to be effective for all students whose learning is at risk.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

Te Rerenga School's curriculum, and other organisational processes and practices are developing in their effectiveness so that the school can better enact the vision, values, goals and targets for equity and excellence. It reflects a strong culture, which embeds a caring, inclusive and a welcoming learning place where every child matters.

The principal has developed strong relational trust across all levels of the school community. She works well alongside trustees, who are well informed and have a good understanding of student achievement data. The principal, trustees and teachers are committed to promoting equitable outcomes for all children.

The school and community are engaged in reciprocal learning-centred relationships. Parents are regularly consulted and contribute to the school's vision, values and goals. Transitions into school and onto secondary schools for children and their families are well supported. Parents and whānau work well with teachers and share information about their children's wellbeing and learning. They are provided with useful resources to support learning at home. Further development of the partnership with Ngāti Huarere and whānau should enrich the curriculum. This is likely to provide Māori and all children with a strong sense of belonging, culture and identity as Te Rerenga learners.

Teachers are developing a better understanding of current and best practice in teaching. They are seeking to have a clear understanding of how children learn, and working to implement innovative strategies that are personalised to meet the needs and strengths of all children. Teachers collaboratively discuss children's learning. These processes inform planning and determine overall teacher judgements in relation to National Standards. There are opportunities for teachers to develop leadership and expertise in areas of strength and interest. Teachers should consider how they can more effectively align their inquiry to focus on the effectiveness of their teaching in accelerating the progress of priority learners.

An important aspect of the curriculum is the priority placed on the teaching of reading, writing and mathematics. In 2014 a tikanga and te reo Māori programme was introduced. Priority now should be given to fully implementing this programme across the school. This focus should include incorporating key aspects of local history and places of significance to Ngāti Huarere. The ongoing whole staff professional learning and development in 2015 and 2016 has resulted in increased teacher awareness of culturally responsive practices.

Te Rerenga School are building and putting robust systems, processes and practices in place to identify, track and monitor target children. These processes support teachers to provide specific programmes of learning for target children and enable leaders and trustees to make more evidence-based decisions. Professional learning and development continues to strengthen teacher capability. Thorough internal evaluation and inquiry supports trustees and leaders to evaluate the effectiveness of programmes and initiatives.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated
• respond effectively to the strengths, needs and interests of each child
• regularly evaluate how well teaching is working for these children
• act on what they know works well for each child
• build teacher capability effectively to achieve equitable outcomes for all children
• are well placed to achieve and sustain equitable and excellent outcomes for all children.

The Principal, trustees and the school community are working together to create a positive environment that is inclusive, values diversity and promotes student wellbeing. It is important that the school continue to develop a more robust 'teaching as inquiry' process. This should involve teachers working collaboratively to share best practices for accelerating the learning of all children.

This inquiry process is likely to strengthen aspects of the curriculum that identify and extend on tikanga Māori and local history. Integrating te reo Māori across the curriculum should further extend learning outcomes for all children.

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

6 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 the following:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• 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
• processes for appointing staff
• stand down, suspensions, expulsions and exclusions
• attendance
• compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendation

Te Rerenga School should continue to develop and refine current processes that support the promotion and realisation of equity and excellence for all children. 

Lynda Pura-Watson

Deputy Chief Review Officer

11 November 2016 

About the school