38A Duncan Street , Tawa, Wellington
View on mapTawa College provides education for 1438 students in Years 9 to 13. The roll includes 17% of students who identify as Māori and 14% as of Pacific heritage. The roll has remained stable since the November 2015 ERO report.
The school states that its valued outcomes for all students are expressed through the school vision of: confident, empathetic, engaged learners in all areas of school life. Recent review of school values is leading their redevelopment under the whakataukī: He waka eke noa.
Strategic and annual goals are to promote student wellbeing, enhance teaching and learning to maximise student success, including targeted support for students at risk of not achieving.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The college is a member of the Tawa Kāhui Ako.
Most students gain National Certificates of Educational Achievement (NCEAs). Roll-based data has been consistent over time though with recent improvement in Levels 1 and 2. Leavers’ data for 2016 and 2017 shows high levels of retention and that almost all students, including Māori and Pacific learners, leave with at least NCEA Level 2.There is ongoing disparity for Māori students in each Level. In 2017, Pacific students achieved at similar levels to students overall at Levels 1 and 2.
At NCEA Level 3 and for University Entrance, the school has yet to get the level of attainment of Māori and Pacific students to that of their peers within the school.
Year 9 students have their literacy and mathematics knowledge and skills clearly identified on entry, and progress tracked and monitored across Years 9 and 10. Most students make good progress in literacy and numeracy and other learning areas.
Students with more complex and additional needs are well supported to make sound progress against appropriately challenging goals within their individual education plans.
Learners achieve very well across the school’s broader valued outcomes. Students show a strong sense of belonging and contribute to the wider life of the school through sports, cultural activities, leadership and service.
The school is effective in responding to many students whose learning progress needs to be accelerated. School information indicates successful acceleration of progress for many students, including Māori and Pacific learners, in literacy and mathematics in Years 9 and 10. This enables them to access the curriculum at NCEA Level 1.
A strategic and coherent approach is taken to building leadership, staff professional capability and collective capacity to promote the school’s vision and valued outcomes. Professional learning opportunities are improvement-focused. Teachers are encouraged to be innovative and trial new approaches to improve outcomes for students. Leaders recognise and use the knowledge and skills of teachers to lead aspects of the curriculum. Teachers use current research and evidence of best practice as they effectively inquire into strategies and approaches for improving their teaching.
An appropriate range of assessment tools and transition information from contributing schools is well used to gather baseline data about students as they enter the college. Students in need of additional support are well identified and information, including possible strategies and approaches, is usefully shared with form and class teachers and heads of department. Each student’s progress is tracked and monitored throughout their time in the school. Appropriate supports are in place to mentor and provide guidance to students at all levels.
The school provides a wide range of curriculum choice and opportunities for students with different interests and aspirations, to succeed across all areas within The New Zealand Curriculum. Pathways, including tertiary programmes, Gateway, Secondary Tertiary Alignment Resource (STAR) and Industry Training Organisation courses, provide options for senior students. Aspects of the curriculum are regularly reviewed to ensure continued relevance and reflection of the diverse cultures in the school. There is a well-considered approach to managing change. The curriculum is appropriately future-focused.
Strong systems and processes promote student wellbeing. Student voice provides important feedback on many aspects of school operation. Students benefit from the strong schoolwide focus on inclusion. Relationships amongst students and teachers are positive and respectful. Staff are well supported to appropriately respond to the diverse needs of students.
Leaders report the positive impact on school operation of participation in the Tawa Kāhui Ako. Many teachers have leadership roles in the Kāhui Ako that is strengthening the relationships between the schools of Tawa. This together with enhancing links with whānau, aiga and iwi should develop into a learning partnership that effectively supports positive outcomes for all students.
A well-established culture of discussion and reflection is demonstrated at all levels of the school. A next step is to develop a shared, schoolwide approach to internal evaluation that is evidence and data based and uses agreed indicators of success. This should enable teachers and leaders to evaluate the impact of initiatives, programmes and interventions on student progress and achievement and better inform planning for continuous improvement.
School leaders recognise the importance of continuing to develop and implement a consistent approach to enhancing and embedding the school’s response to Māori and Pacific students and families promoting their aspirations, culture, language and identity.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
At the time of this review 19 international students were attending the school. Students are from a wide geographical distribution.
The school uses sound processes to monitor the provision of pastoral care, accommodation, English language learning, appropriate learning programmes and achievement.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
26 November 2018
| Location | Wellington |
| Ministry of Education profile number | 257 |
| School type | Secondary (Years 9 to 14) |
| School roll | 1438 |
| Gender composition | Male 52%, Female 48% |
| Ethnic composition | Māori 17% Pākehā 50% Samoan 8% Other Pacific 5% Other ethnic groups 20% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | September 2018 |
| Date of this report | 26 November 2018 |
| Most recent ERO report(s) | Education Review November 2015 Education Review November 2012 Education Review October 2009 |