851 Tirohanga Road, Atiamuri
View on mapThere has been an overall improvement in the school’s performance. Expectations for students and teachers are much clearer. Improvements to assessment practices have contributed to dependable student achievement data that better informs teachers’ practice, school leadership decisions and trustees’ ability to plan strategically.
Tirohanga School has made sufficient progress to address the areas that were identified and will now transition into ERO’s Evaluation for Improvement approach.
Tirohanga School provides education for students in Years 1 to 8. The school is located in a rural farming area west of Atiamuri. At the time of this review there were no Year 8 students enrolled. The school’s roll of 24 includes 14 Māori students. A new principal was appointed in Term 4, 2020.
The school has been involved in a longitudinal review with ERO to support school progress and development. The review has included several meetings to determine agreed priorities. The priorities focus on the quality of assessment practices, the use of student achievement information, school organisation processes and the development of its localised curriculum.
ERO’s evaluations of progress have involved meetings with the principal, representatives from the Ministry of Education and the Limited Statutory Manager (LSM).
The school has made significant improvements in the management and use of student achievement information. School assessment practices provide dependable data that identifies individual students’ learning needs. A range of assessment tools is used to capture the achievement of students and those at risk of not achieving. Clear systems track and monitor student progress over time. External agencies provide additional support working in collaboration with teachers, students and parents.
Priority has been given to establishing and strengthening trusted relationships between the principal, board and community. More effective communication has led to better sharing of information and the community feel more connected and part of the school. Systems for effective monitoring and reporting of student achievement have improved. These systems allow regular updates to the board about the progress and achievement of students.
The development of a localised curriculum, although still in the initial stages, has been the catalyst for increased student engagement. The deliberate use of restorative practices allows students to focus increasingly on learning and develop their social and emotional skills. Expectations for teachers are clear and levels of accountability have improved. Students learn in calm, settled learning environments. Those students at risk of not achieving are identified and interventions are in place to support their learning. Teachers use formative assessment to inform students about the quality of their work.
The board provides effective governance in their stewardship role. Trustees are actively consulting with the community and engaging them in a number of ways. A positive working relationship within the board and between the board and principal is evident. Trustees are focused on improving student achievement and receive good information from the principal for them to make well considered resourcing decisions. The board has engaged in a range of governance training opportunities that is strengthening their understanding of their roles and responsibilities.
ERO, the principal and trustees agree that the key next steps for the school are to:
The school has made good progress to maintain the changes made during this longitudinal evaluation process and to improve and review its performance. Newly introduced reporting systems provide good information across all areas of the school, promoting greater shared understandings and clarity of purpose.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
To improve practice the board should ensure that the administration of medication is managed and recorded.
ERO identified a non-compliance in relation to curriculum.
In order to address this, the board of trustees must:
[Section 60B Education Act 1989]
There has been an overall improvement in the school’s performance. Expectations for students and teachers are much clearer. Improvements to assessment practices have contributed to dependable student achievement data that better informs teachers’ practice, school leadership decisions and trustees’ ability to plan strategically.
Tirohanga School has made sufficient progress to address the areas that were identified and will now transition into ERO’s Evaluation for Improvement approach.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
28 September 2021
The school has made limited progress in relation to the next steps identified in the 2016 ERO report. Focused support is needed to enable the school sustain the progress that has been made and to continue to improve its performance.
ERO intends to carry out another review over the course of one-to-two years.
Tirohanga School provides education for students in Years 1 to 8. The school is located in a rural farming area west of Atiamuri. At the time of this review there were no Year 8 students enrolled. The school’s roll of 40 includes 20 Māori students.
Since ERO’s last review in 2016, leadership of the school has remained the same, there have been changes to the teaching team and board leadership. The roll has grown significantly in the last two years. There has been limited progress in addressing the areas for review and development identified in the 2016 ERO report.
The 2016 ERO review identified the following areas for school review and development:
The school has identified some students who are at risk of underachieving in reading, writing and mathematics. The board reports that it has recently received useful information about the progress of these students.
The principal has begun to engage with Ministry of Education (MoE) personnel and an external consultant to develop an understanding and expectations for school-wide assessment.
Appraisal and performance management of the principal is now in place. The board has engaged appropriate external consultants to undertake performance management of the principal, including appraisal in 2016, 2017 and 2018.
Trustees have developed a manual to guide school governance. However, this has not been reviewed and updated by current trustees, and policies are yet to be aligned to the revised National Administration Guidelines (NAGs), updated 14 December 2017.
School-wide assessment capability continues to be an area for development and improvement. There is a lack of reliable assessment information to identify all students whose progress needs acceleration. The school has yet to develop a clear understanding about effective assessment practices, including tracking rates of accelerated progress for at-risk learners. Targeted professional development is needed to provide:
The curriculum is under review. There is a need to ensure that:
While performance management and appraisal for the principal has been implemented, the response to this needs to be strengthened. This should include clear goals and monitored action plans along with associated professional learning development for the principal in her role as a classroom teacher, and the school’s professional leader of learning.
The teacher appraisal process is at an early stage of development. The principal and teachers need to develop systems for gathering evidence to monitor their practice against the standards for the teaching profession. These systems should include meaningful teaching as inquiry and formal and documented observations of teaching practice.
Trustees and the principal need to engage in professional development and training to ensure clarity of roles, responsibilities, policy development and internal evaluation for ongoing school improvement.
The school is not well placed to sustain and continue to improve its performance. There is an urgent need to:
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
The board of trustees needs to develop and consistently implement policies and practices to ensure that:
Recommendations, including any to other agencies for ongoing or additional support.
ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to bring about improvement in:
The school has made limited progress in relation to the next steps identified in the 2016 ERO report. Focused support is needed to enable the school sustain the progress that has been made and to continue to improve its performance.
ERO intends to carry out another review over the course of one-to-two years.
Phil Cowie
Director Review and Improvement Services
Central Region
28 February 2019
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Location |
Atiamuri |
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Ministry of Education profile number |
2032 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
40 |
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Gender composition |
Girls 22 Boys 18 |
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Ethnic composition |
Māori |
20 |
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Review team on site |
November 2018 |
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Date of this report |
28 February 2019 |
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Most recent ERO report(s) |
Education Review |
September 2016 |