Tiniroto School

Findings

The school has strengthened a range of processes and procedures to support schoolwide improvement since the 2016 ERO review. Student achievement has improved. Further development is required in curriculum and internal evaluation. ERO will provide an internal evaluation workshop.

ERO is likely to carry out the next review in three years.

1 Background and Context

What is the background and context for this school’s review?

Tiniroto School is a rural, full primary school located between Gisborne and Wairoa. The school recently celebrated its 125th anniversary.

There are 15 students on the roll and eight identify as Māori.

A Ministry of Education (MoE) senior adviser and the New Zealand School Trustees Association (NZSTA) have provided support and guidance over the past two years.

The experienced principal, who was newly appointed prior to the August 2016 ERO report, has worked with the board of trustees to address the issues identified in that report.

The school’s strategic goals are aligned to those of the Wairoa Kāhui Ako.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The August 2016 ERO review identified a number of key areas for ongoing development. These were to:

• provide robust assessment, analysis and reporting of student achievement
• identify students who are at risk of not achieving and accelerate their progress
• review the school curriculum to reflect the school’s culture
• ensure regular trustee meetings focus on the goals of the school
• organise and review policies, procedures and actions so that there is clarity about the health and safety conditions that support students and staff 
• develop more evaluative self review
• over time, evaluate the effectiveness of school stewardship.

ERO also:

• discussed the school’s view of the Kāhui Ako
• followed up the board’s response to ERO Board Assurance Statement

Progress

The school's values are evident in practice. Students learn in a positive environment.

Students are achieving and making progress. In 2017, the majority of students achieved at or above school expectations in reading, writing and mathematics. Levels of achievement have remained stable. Girls achieve better than boys, especially in writing. Boys' achievement in reading and mathematics has been identified as a focus for 2018. Some Māori students have yet to reach school expectations. In most cases, those not meeting the school's expectations have made accelerated progress.

Teachers provide individualised programmes and targeted teaching for students at risk of not achieving. The teachers have identified oral language as an area for development for some students. Robust inquiry shows evidence that accelerated progress in the acquisition of oral language has led to improved writing competence for students identified at risk of not achieving.

Well-considered informal and formal assessments are used to identify, track and monitor student achievement and acceleration. A tracking system enables leadership and teachers to measure rates of progress and the impact of initiatives. Shared expectations of student progress and achievement over time are used to moderate and facilitate the validity of teacher judgements.

Teachers know their students and their learning needs. Children with additional needs are well supported. External agencies are accessed as appropriate. Student-led learning is valued. Learners are able to visually track their progress and show that they understand what they are learning and what they need to learn next.

The curriculum has been revised to reflect the school’s culture. It is an area of ongoing development. Through community consultation, the school has updated the mission, values, key competencies and principles. A student graduation profile has been developed and a review undertaken of the literacy and mathematics programmes. As part of curriculum development, the place -based approach to learning is to be documented. ERO recommends that as part of this update, statements related to career education, languages and technology are added.

Most trustees were newly elected just prior to the 2016 ERO review. They have since been well supported by NZSTA to develop appropriate governance practices. They have a key focus on student achievement and this is evident in board meetings where progress against annual targets is discussed and trustees ask challenging questions of the principal. They support learning through resourcing decisions. Trustees are collaborative, support newer members and value the skills, knowledge and experience each brings to their stewardship role.

Trustees reflect the community and communicate well with school families and the wider community. The 2018 charter is the result of consultation and careful consideration. This is supported by an annual plan that has identified key aims and targets that focus on accelerated achievement for every student in the school.

The reviewed policies and procedures are current and support students’ emotional and physical wellbeing. A suitable review cycle has been developed.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

Staff and trustees have established systems and processes to sustain ongoing improvement. Student achievement information is recorded electronically and data can now be accessed to identify progress over time.

Evaluative internal review has strengthened. Teachers, through their inquiry into the impact of their practice, have identified strategies that are making a difference for each child. The next step is to ensure the initiatives are making a positive impact on student learning by sharpening the focus of internal evaluation.

As part of the trustees’ role, the board should conduct an evaluative self review of its own performance. The board has requested an ERO workshop on internal evaluation.

Key next steps

Key next steps for leaders and teachers are to:

• continue developing the curriculum and associated programmes to further enhance student learning opportunities
• improve the use of internal evaluation to ascertain the effectiveness of teaching programmes, initiatives and strategies.

Board assurance on legal requirements

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:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

Conclusion

The school has strengthened a range of processes and procedures to support schoolwide improvement since the 2016 ERO review. Student achievement has improved. Further development is required in curriculum and internal evaluation. ERO will provide an internal evaluation workshop.

ERO is likely to carry out the next review in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

23 May 2018

About the School