Tikorangi School

Tikorangi School

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context 

Tikorangi School is situated north of New Plymouth on the outskirts of Waitara and provides education for students in Years 1 to 6. The shared vision seeks to empower curious active thinkers who live the school's values and thrive. The school vision is Think, Act, Impact and the values of Respect, Responsibility, Resilience and Rangimaire are an integral part of the school.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation. 

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part C: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Previous Improvement Goals 

Since the March 2023 ERO report, the school has focused on evaluating how well leaders build the collective capability of staff to strengthen literacy achievement, inform shared curriculum expectations, and encourage reciprocal learning partnerships.  

Expected Improvements and Findings 

The school expected to see:

Equity and excellence for students and accelerated progress for learners working toward curriculum expectations in literacy.

  • Outcomes for learners are equitable and excellent with most learners who required their literacy progress accelerated in 2023 now achieving at curriculum expectations.

Effective teaching and learning of literacy.

  • Participation of teachers, and support staff, in literacy professional learning and development has resulted in effective implementation of approaches to structured literacy, impacting positively on the engagement, progress, and achievement of learners. 

The school's localised curriculum reflects shared expectations for teaching, learning and responsive practice in delivery of the literacy curriculum. 

  • Documented literacy curriculum expectations establish clear expectations for teaching and learning that ensures learners experience consistent, sequenced learning, matched to their individual needs. 
  • Learners’ cultural heritage is acknowledged and celebrated through contextual learning experiences that suitably reflect mātauranga Māori.

The greatest shift that occurred in response to the school’s action is in collaborative practice between staff. The consistent approach in delivery of structured literacy has impacted positively on learner engagement, progress and achievement. 

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

Learners achieve well with positive achievement outcomes sustained over time.   
  • Most learners, including Māori students, achieve at or above curriculum expectations in reading and writing and mathematics.
  • Effective use of assessment ensures planning is matched to the needs of individuals and provides relevant insights into learner progress and achievement over time. 
  • Learners demonstrate embedded school values; positive wellbeing is strongly promoted in a highly inclusive environment. 
  • The school is yet to achieve the Ministry of Education target with a small majority attending regularly. 
Conditions to support learner success
Leaders effectively promote and sustain a culture committed to achieving positive outcomes for learners. 
  • Leaders’ evidence-driven decision making aligns relevant goals and targets to achieve their community vision for learner success. 
  • Leaders effectively coach and mentor staff that has strengthened the capability and capacity of staff to meet the individual learning needs of students. 
  • Leaders build and sustain strong educationally focused relationships with other education providers, parents, whānau, and the community, that increase opportunities for learning and foster positive student outcomes.
Teachers and support staff know students well, skillfully tailoring learning to meet the individual learning needs.
  • Teachers demonstrate highly collaborative practice with regular opportunities to plan together, share and apply strategies acquired through professional learning, that effectively address the specific needs of learners. 
  •  Teachers provide sufficient opportunities for learners to develop sound literacy and mathematical knowledge and skills, and engage in integrated curriculum learning, matched to their interests. 
  • Classroom conditions promote positive learner engagement; students increasingly contribute to the development and monitoring of their individual learning goals. 
Coherent organisational conditions ensure strategic priorities are collaboratively identified and progressed to achieve positive outcomes for learners, parents and whānau.
  • Well-developed processes and practices ensure learners with additional and complex learning needs are identified and their individual needs are effectively addressed, inclusive of parents and whānau.
  • Comprehensive reporting of information to the board suitably informs their resourcing decisions, aligning relevant priorities to achieving successful outcomes for learners.
  • Parents and whānau are welcomed in an inclusive environment; opportunities are suitably provided to give, and receive information, encouraging reciprocal partnerships, which contribute to positive learner outcomes. 

Part C: Where to next? 

The agreed next steps for the school are to: 

  • develop a strategic goal, aligned to the Ministry of Education attendance target, to build on the current positive trajectory for regular attendance  
  • review the current mathematics curriculum to inform any relevant changes which support delivery of structured mathematics  
  • use the recent self-review of Poutama Reo to develop a progressional te reo Māori framework to support language acquisition for learners over time. 

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

  • leaders will gather and analyse attendance information to ensure their strategies are continuing the positive trajectory toward the Ministry’s target for regular attendance of learners
  • leaders will collaborate with staff to develop shared expectations that support delivery of structured mathematics 
  • leaders will engage staff and stakeholders in development of a progressional te reo Māori framework that aligns the schools’ shared expectations for language acquisition over time

Annually:

  • leaders will evaluate and report the impact of their actions on raising regular attendance for learners aligned to the Ministry targets to know what is working and for who
  • leaders and teachers will gather information aligned to changes in delivery of structured mathematics to evaluate the impact on learner’s progress, achievement and engagement
  • staff will collectively review and evaluate the impact of their te reo Māori provision to identify successes and inform any required professional learning for staff to meet their shared expectations.

Actions taken against these next steps are expected to result in:

  • regular attendance continues to increase and aligns to the Ministry target 
  • curriculum changes and delivery of structured mathematics continues to achieve positive learner engagement, progress and achievement outcomes 
  • delivery of the schools progressional te reo Māori framework effectively supports the acquisition of language for learners over time. 

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Shelley Booysen
Director of Schools

11 December 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Tikorangi School

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of October 2024, the Tikorangi School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Tikorangi 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

11 December 2024 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Tikorangi School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 14 months of the Education Review Office and Tikorangi 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

Context 

Tikorangi School is situated north of New Plymouth on the outskirts of Waitara. The school caters for students in Years 1 to 6.

Tikorangi School’s strategic priorities for improving outcomes for learners are:

  • for students to lead their learning and develop learning to learn skills, demonstrating akoranga rangatiratanga

  • to provide curriculum contexts reflecting the local environment and promoting sustainability focused on kaitiakitanga o te Taiao

  • to actively demonstrate maanakitanga and promote a happy, safe environment for children and staff

  • to foster whanaungatanga creating meaningful relationships and connections with our families and community.

A copy of the school’s strategic and annual plan can be requested from Tikorangi School.

ERO and the school are working together to evaluate how well leaders build the collective capability of staff to strengthen literacy achievement, inform shared curriculum expectations, and encourage reciprocal learning partnerships.   

The rationale for selecting this evaluation is:

  • In 2021, school leaders and ERO worked together to design an evaluation focused on understanding the impact of changes in delivery of the writing curriculum on achieving equitable and excellent outcomes for all learners. At the end of 2021, reported information shows a positive trajectory in achievement. Leaders and teachers are continuing their focus on delivery of the literacy curriculum to further develop shared strategies and practice that achieves equitable and excellent outcomes for students.

The school expects to see:

  • equity and excellence for students, and accelerated progress for learners working toward curriculum expectations in literacy

  • effective teaching and learning of literacy

  • the school's localised curriculum reflects shared expectations for teaching, learning and culturally responsive practice in delivery of the literacy curriculum.      

Strengths

The school can draw from the following strengths to support it in its goal to build literacy capability and achieve equity and excellence for all learners:

  • school conditions encourage the positive engagement of students in learning

  • collaborative and cohesive leadership and teacher practice promotes continuous improvement aligned to the school and community priorities

  • allocation of resources, including the provision of literacy professional learning and development (PLD) over the previous three years for staff, reflects the school’s identified priorities  

  • an appropriate range of assessment tools are used to identify learners requiring their progress accelerated, and track, monitor and report their progress.

Where to next?

Moving forward, the school will prioritise:

  • continued participation of teachers in PLD and ongoing provision of coaching and mentoring to build capability in delivery of effective literacy and culturally responsive practice

  • continuing to document changes to the Tikorangi School curriculum that establishes agreed expectations for delivery of their localised curriculum  

  • gathering of information from students, parents and whānau to inform evaluation insights into the impact of curriculum delivery and school practices on achieving the school’s strategic goals.

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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

3 March 2023

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Tikorangi School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of November 2022, the Tikorangi School, School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Tikorangi 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

3 March 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home