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:
achievement of national qualifications
achievement across learning areas in Years 9 and 10
engagement and wellbeing.
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:
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 Vulnerable Children Act 2014.
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:
the broad curriculum that encourages student engagement, learning and achievement
the strategic and coherent approach that grows staff professional capability to improve outcomes for students
strong systems and processes that support student wellbeing.
For sustained improvement and future learner success, priorities for further development are in:
strengthening internal evaluation to more deeply explore the impact of teaching, programmes and initiatives
enhancing the school’s response to Māori and Pacific aspirations, promoting cultural responsiveness and improved outcomes for these students.
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% |
|
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 |
The college's curriculum effectively promotes positive outcomes for students. Students demonstrate a strong sense of connection and high levels of engagement in learning. Many achieve well in the National Certificates of Educational Achievement. The college is well placed and continuing to extend its capacity to sustain and improve its performance.
ERO is likely to carry out the next review in three years.
Tawa College roll has grown slightly since the November 2012 ERO report and is now almost 1500 students. In 2015, 17% of students identify as Māori, 13% as Pacific and 14% as Asian.
A significant focus on building relationships and creating a positive environment for learning has led to a calm and purposeful tone in the college. Students report a strong sense of connection and show high levels of engagement in their learning. Restorative practices have had a positive impact on the college culture. Students benefit from effective partnerships by the college with parents and the community.
At the time of this review a deputy principal was the acting principal. The principal was on sabbatical leave for the term, however was available on site during the review.
Tawa College has a good reporting history with ERO and all the areas of improvement identified in the November 2012 report have been addressed.
Leaders and teachers have strengthened use of achievement information to effectively promote students’ learning, engagement and progress.
Leaders regularly report achievement information to the board. Trustees use it to inform their decision making, set strategic direction and develop annual targets that focus on improving outcomes for students at risk of underachieving.
Transitioning of students and their families into the college is well considered and effective. A wide range of information about students entering Year 9 is gathered from their feeder schools and the college's own assessments. It is used to identify students' strengths and needs. Suitable support responds to students' learning and social requirements.
A Year 10 priority learner initiative aims to increase the progress of students identified as at risk of underachievement. It involves developing specific strategies to improve the student's learning. Regular meetings with families and whānau discuss student achievement and goal setting, and how they can support learning at home. Progress is closely monitored and tracked. Evidence-based evaluation measures the effectiveness of the intervention. Analysed data from 2014 shows that most of the students involved successfully improved their progress and achievement.
Teachers have a good knowledge of the progress and achievement of individual learners and respond well to their needs. They employ a variety of tools to assess students' learning across all curriculum areas. Assessment data is well used to reflect on teaching practice, clearly identify successes and plan next steps for improvement.
Leaders are investigating using a wider range of data in Years 9 and 10 to track, monitor and inform decisions about teaching and learning. This should provide a clearer picture of progress and achievement in the junior years at the college.
Many students perform well in the National Certificates of Educational Achievement (NCEAs). Results have been consistently above overall national figures over recent years. Data for 2014 shows that the overall percentage of students who left the college with NCEA Level 2 or better exceeded the Ministry of Education's target of 85%. However, the percentages of Māori and Pacific students who left with NCEA Level 2 were lower. This and some other gaps in achievement remain to be successfully addressed.
Students who require additional support with their learning continue to make good progress in senior years. Those at risk of not achieving NCEA are identified and closely monitored through tracking of achievement information. Teachers collaborate across learning areas to effectively support and mentor students to achieve success by the time they leave school.
The Tawa College curriculum effectively promotes student engagement, learning and achievement.
Students are provided with an extensive range of academic, vocational, performing and visual arts, and sporting opportunities to support them to realise their potential. Many experience considerable success and take leadership roles. There is a high level of participation and high value is placed on the benefits of involvement. Student engagement in purposeful learning is good. Retention of senior students beyond the age of 17 has improved over time.
Restorative practices are well embedded and have had a positive impact. Teachers' and students' shared expectations for respectful conduct effectively promote a positive environment to maximise engagement and learning. Values associated with the motto, ‘Do Justly’, underpin all aspects of the college climate. Teachers build strong connections and relationships with students, families and colleagues. There has been a significant decrease in student stand-downs and suspensions.
In 2014, teachers and leaders identified the need to review and strengthen curriculum pathways to better meet the needs of all learners. The ongoing review will continue in 2016. The planned process is well considered, measured and strategic, and based on current research and consultation with all stakeholders. It should provide opportunities to strengthen how effectively the college curriculum responds to students’ culture, knowledge, language and identity.
Through professional learning and work with external agencies, teachers are well supported to improve their understanding of how digital devices can enhance learning progress and outcomes. ‘Bring Your Own Device’ is to be introduced for all Year 9 students in 2016, and leaders have considered the implications of this for equity.
Cohesive pastoral care provision and processes promote and respond to students' holistic wellbeing needs. Students benefit from wrap around support. Leaders are clear role models for students. Reciprocal partnerships with parents and whānau greatly contribute to desired outcomes for students.
The gifted and talented programme is well coordinated and responsive. Regular feedback is sought from teachers, students and families. Shared understanding of effective provision supports teachers to cater effectively for the needs of gifted and talented students. Good evaluation contributes to recommendations for future development.
Pacific students who are at risk of underachieving are identified. Additional support responds to their needs. An active Pacific cultural group is supported by outside tutors. The college hosted the local Pacific festival in 2014. Leaders should continue to use the Pacific Education Plan to review current practice and provision and undertake strategic actions to improve outcomes for Pacific students, through building connections to their cultural identity.
Many Māori students achieve well and experience success and leadership in a range of areas. Māori students benefit from programmes and initiatives to raise their engagement and achievement.
Students spoken with by ERO report that they are well supported and feel confident as Māori at the college. They appreciate the broad range of opportunities available to them and enjoy positive relationships with teachers and students. Leaders are committed to the strengthening of kapa haka and Māori performing arts in 2016.
Teachers continue to strengthen their cultural capability, knowledge and responsiveness. They engage in professional learning and are adapting and developing their practices. Teachers are strongly focused on improving success for Māori students.
Leaders agree that it is important to continue to facilitate a process to establish what success for Māori as Māori should look like at Tawa College. This should provide a framework to evaluate what has the greatest impact in promoting successful outcomes for Māori students.
Tawa College is well placed and continuing to extend its capacity to sustain and improve its performance.
Trustees are well informed and work in close partnership with senior leaders. They focus on improved outcomes for students. Trustees bring a range of strengths to their roles and responsibilities.
Effective strategic and pedagogical leadership is evident across the college. Senior leadership practice demonstrates a high level of understanding and capability, and is collaborative and collegial. Diverse strengths and abilities are recognised and used. Leadership roles and responsibilities are clearly defined and distributed.
Teaching as inquiry is well implemented and aligned to college priorities and the appraisal process. Inquiries are useful, evidence based and focused on improving practice to lift student outcomes. Teachers are highly reflective. They report that teaching as inquiry assists them to collaboratively share, critique and improve their practice. A high level of relational trust and support is evident amongst teachers.
Student voice is valued and used to inform teachers' reflection about the effectiveness of their practice. Students are widely consulted about curriculum review and developments.
The performance management process is meaningful and improvement focused. It is systematic, evidence-based and continuous. Teacher appraisal is robust and well monitored. Endorsement of teachers' practising certificates entails a strong process. Professional learning is well resourced and aligned to the college's strategic goals.
Successful initiatives promote stronger partnerships with families to enhance students' learning. Recently introduced three-way conferences were well attended. Positive feedback from teachers and parents indicated that these conferences support better communication and positive relationships. Families of students identified with high needs build strong connections with the college through regular conversations and communication.
On-line digital access for students, parents and whānau enhances communication and allows them to track academic progress and attendance, celebrate successes, and gain useful information about college events.
Trustees, leaders and teachers demonstrate good understanding of, and capability in, internal evaluation. This focuses on improving outcomes for all students based on best practice. A well-led, systematic and strategic approach gathers evidence from multiple sources including relevant research. It successfully identifies what developments and changes are making the biggest difference to students’ engagement, progress and achievement.
The college is a signatory to the Code of Practice for the Pastoral Care of International Students (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, there were 19 international students attending the college, including 16 fee-paying and three exchange students.
International students’ learning and wellbeing are closely monitored and supported. Processes for orientation to the college are well considered. Systems for identifying and responding to individual needs and interests are effective. English language learners receive appropriate tuition to build their confidence and fluency.
Care is taken to provide suitable, relevant courses that reflect what the students and their families want. There is a growing trend for international students to work towards NCEA qualifications.
International students benefit from an inclusive environment and positive, respectful relationships. They are well integrated socially, and participate in a range of cultural and sporting activities.
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 college's curriculum effectively promotes positive outcomes for students. Students demonstrate a strong sense of connection and high levels of engagement in learning. Many achieve well in the National Certificates of Educational Achievement. The college is well placed and continuing to extend its capacity to sustain and improve its performance.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
|
Location |
Tawa |
|
|
Ministry of Education profile number |
257 |
|
|
School type |
Secondary (Years 9 to 14) |
|
|
School roll |
1495 |
|
|
Number of international students |
16 |
|
|
Gender composition |
Male 51%, Female 49% |
|
|
Ethnic composition |
Māori |
17% |
|
Review team on site |
September 2015 |
|
|
Date of this report |
25 November 2015 |
|
|
Most recent ERO report(s) |
Education Review |
November 2012 |