Turuturu 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

Turuturu School, located in Hawera, provides education for students in Years 1 to 6. ROAR values: Respect, Responsibility, Ready and Resilience encourage learners to demonstrate respect for themselves and others, take responsibility, be ready and prepared, and show resilience.

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 previous ERO report of February 2023, the school has focused on evaluating how effectively delivery of literacy and mathematics achieves equity and excellence for all learners.

Expected Improvements and Findings

The school expected to see:

Effective teaching and relationship-based learning, reflecting the school’s shared expectations for curriculum delivery. 

• Implementation of relationship-based learning has resulted in staff consistently using well-considered engagement strategies that encourage purposeful student learning at school. 

The localised curriculum is revised over time to reflect new learning approaches and shared expectations for teaching, learning and culturally responsive practice. 

• Comprehensive curriculum guidelines reflect appropriate changes as new learning is introduced that promotes consistent teaching and learning for students.

Other Findings

The greatest shift that occurred in response to the school’s action is collaborative practice between staff has resulted in a highly cohesive response that has impacted positively on learner engagement, progress and achievement outcomes. 

Part B: Current State

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

Learner Success and Wellbeing

• Most students, including Māori boys, achieve at or above curriculum expectations in reading and mathematics, and the majority in writing. 
• Raising achievement in writing, and targeting equitable outcomes for Māori girls, is a priority for leadership to address.
• Learners develop a strong sense of belonging at school, supporting positive wellbeing, in a highly inclusive learning environment.
• Most students regularly attend school, meeting the Ministry of Education’s targets; lifting regular attendance for Māori learners is an identified priority.

Conditions to support learner success

• Leaders foster an inclusive culture among staff that promotes high expectations for learner success. 
• Leadership gathers and analyses information from a wide range of sources to evaluate the impact of their actions and teacher practice on improving outcomes for learners.
• Leaders effectively support teachers’ professional understanding and use of teaching resources and tools, that facilitate purposeful and challenging learning opportunities for students. 

• Teaching teams are highly collaborative, implementing well-planned learning opportunities that facilitate relevant knowledge and skills, which achieves purposeful learning for students. 
• Learners are well supported to set and achieve goals in partnership with parents, whānau, and teachers.
• Delivery of the Turuturu School curriculum increasingly reflects the provision of mātauranga Māori in ways learners can see themselves and reflecting their cultural identity.

• Parents and whānau are purposefully included as partners in learning; they are well informed and provided with many opportunities to support and actively collaborate in their child’s learning.
• Leaders and teachers appropriately identify learners with additional and complex learning needs and work in collaboration with parents and whānau to address their needs.
• Staff participation in schoolwide professional learning, aligned with robust coaching and mentoring practices, effectively builds teacher practice which improves student outcomes.
• Leaders provide comprehensive information to the board that ensures resourcing decisions are aligned to their established priorities for learner success.

Part C: Where to next?

The agreed next steps for the school are to: 

• leaders, teachers and the board evaluate the impact of a recently introduced initiative to raise student attendance; explore and implement further opportunities to strengthen Māori student attendance
• collaboratively review current practice in writing shared expectations for teaching and learning that address identified disparities and raise overall achievement 
• use their review of Poutama Reo to inform development of a progressional te reo Māori framework.

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

Within six months:

• leaders continue to gather and analyse attendance information to evaluate the impact of their actions on raising attendance
• staff collaboratively review current practice in writing, identify professional learning opportunities, and begin to establish shared expectations, aligned to effective practice
• the principal and curriculum leader begin to implement a schoolwide plan to guide the implementation of a progressional te reo Māori strategy.

Annually:

• leaders evaluate and report attendance information to the board, showing the impact of strategies on achieving regular attendance, with a lens on Māori learners 
• leaders gather and analyse progress, achievement and engagement data in relation to writing to evaluate how well changes in teaching practice positively impact student achievement
• the principal and curriculum leader evaluate evidence aligned to Poutama Reo to establish the impact of their actions on practice and outcomes for learners and their whānau. 

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

• increased and sustained regular attendance for Māori learners 
• delivery of the revised writing curriculum ensures effective teaching and learning that raises achievement and achieves equitable outcomes for Māori girls
• a progressional te reo Māori framework that impacts positively on learners confidently using te reo Māori.

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 October 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

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of August 2024, the Turuturu 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 Turuturu 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 October 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