Nelson Road , Gisborne
View on mapTe Whare Whau Hua Teenage Parent Centre embraces a kaupapa that supports young parents to pursue their education. Students are supported to achieve well by dedicated staff who work as a collaborative team. Staff are innovative and responsive to student needs and enact a holistic curriculum that promotes academic and pastoral success.
ERO is likely to carry out the next review in three years.
Te Whare Whai Hua Teenage Parent Centre is an attached unit of Lytton High School. There are currently 24 Ministry of Education funded TPUs operating across New Zealand. TPUs provide a flexible and supportive environment for teenagers who are parents or are about to become parents. Attendance at a TPU gives students an opportunity to continue their education and develop the best possible pathway for their future and the future of their children.
ERO reviews all of the TPUs every three years. Each unit receives an individual report outlining areas of good performance and areas for further development. The terms of reference for these reviews are set out below. The findings across each of the TPUs contribute to a national report by ERO which presents findings about the overall quality of all TPUs.
The evaluation focus for ERO’s review of Teen Parent Units is:
In the context of this review, student outcomes include their educational, social, health and wellbeing outcomes. It also includes student destination outcomes, and the success students have in transitioning from the TPU to further education, training or employment.
The terms of reference for the evaluation of TPUs are the:
Te Whare Whai Hua Teenage Parent Centre is a spacious facility situated on site at Lytton High School and adjacent to an early learning service (ELS). It provides education for teenage parents from the wider Gisborne region, until they are 19 years of age. At the time of the ERO evaluation, the school roll was 21, comprising 18 Māori, one Pākehā and two Pacific learners. The teen parent centre is ideally located near the host school medical centre.
The board and teen parent centre manager have responded well to the findings from ERO’s 2013 report. The introduction of digital portfolios has strengthened students’ individual education plans. The students now have greater access to mainstream teaching, especially in the National Certificate of Education Achievement (NCEA) Level 3. A full time teacher has the new role of ‘Leader of Learning’ to support effective practice.
Significant features of the centre include the continuation of a strong kaupapa and a collaborative team approach that utilises the strengths of all staff including the social worker and ELS staff.
Student achievement data is collated, analysed and reported to the board. Patterns emerging show that students working at NCEA Level 2 and 3 engage well, have good attendance and achieve well. Teachers have identified that students enrolling with no or little qualifications require extra support to engage in their learning and to set and achieve short and long term goals.
Destination information shows that those students who enrol for a short time can be difficult to track on leaving the centre. The manager, teachers and external agencies have implemented strategies to address this concern.
Students benefit from formal and informal discussions and workshops around health, sexuality education, parenting skills and life skills. Students report the benefits of these programmes in relation to their social, health and wellbeing development.
The manager effectively leads Te Whare Whai Hua. Very good routines are evident for the day to day management and organisation of the centre. Good safety procedures are in place and are in keeping with host school procedures.
Te Whare Whai Hua staff know the learners extremely well. The complementary roles of the manager, teaching staff, social worker and ELS staff ensure positive and respectful relationships occur between student and adults. Staff are very aware of the challenges teen parents face and work sensitively alongside students to support them throughout their time at the centre.
The centre’s philosophy statement aims to promote positive parenting and life skills that awhi and assist young people in their endeavours to pursue their education, learning and development. Respectful and inclusive ways of working are part of the stated centre values and modelled by staff and students. Clear expectations are outlined to students on enrolment and reinforced throughout the school day by staff.
The centre is continuing to improve the quality of its achievement targets within the annual plan. Goals are developed and reviewed throughout the year. A specific goal for 2016 and 2017 includes the expansion of the kitchen area so that Hospitality courses can be provided.
Internal evaluation is becoming more formal. Teachers reflect on their practice and discuss and record this at staff meetings. Since the 2013 ERO review an in-depth evaluation was undertaken around the delivery of the curriculum. At the time of the ERO evaluation some staff had not been formally appraised. The host school understands this needs to be addressed.
Staff at the centre have undertaken professional learning development to up-skill in digital technologies and have attended career induction workshops. They appreciate the teen parent conferences held every two years.
Students value the holistic ‘in-house’ curriculum delivered by dedicated staff who have been innovative and responsive to student needs. Academic programmes are balanced with health, wellbeing and life skill courses. Low and high impact sport activities are an important part of the curriculum.
Students access learning programmes through Te Aho o Kura Pounamu, the Correspondence School (Te Kura) and the host school classes for academic courses. Health and wellbeing, parenting skills and life skills are delivered through external providers. The centre is supported by Te Kura’s relationship coordinator who visits students during the year.
Individual education plans have been strengthened to provide students with long term goals and career pathways. The introduction of digital portfolios has enabled students to keep a comprehensive record of their goals, reflections, career pathways, achievements, pastoral support, work experience and other appropriate information.
The centre’s kaupapa inspires the school manager and staff to work respectfully with students on a social and emotional level. They have a good understanding of how to support students’ language, culture and identity.
Good processes are in place to welcome students to Te Whare Whai Hua and the ELS. Students are given time to transition their child into the ELS and to become familiar with centre kawa and expectations. Comprehensive health assessments are undertaken and a current action plan designed between the student and social worker.
Student needs are well met. Staff work to build student confidence and self-esteem in order for them to achieve across all areas. Improving student attendance and retention are goals identified for 2017. Staff are keen to look at ways to further motivate students to engage fully in their learning.
Staff at the teen parent centre have been pro-active in arranging work experience for their students. STAR courses allow students to pursue their interests and aspirations. Many local organisations attend the annual careers week so as to support students’ vocational pathways. As yet there are no official GATEWAY placements offered through the host school.
The centre manager has long standing connections and good relationships with services in Gisborne. Students are well served by these networks.
Staff at the ELS form positive relationships with the student and child. They encourage the student to be aware of their child’s learning development and suggest strategies to help with parenting skills. Students can upload their child’s portfolio on a daily basis to view their learning development over time.
Very good relationships exist between Te Kura and Te Whara Whai Hua. Students report positively about the learning through Te Kura and like the flexibility the school provides for their learning.
There are good connections with the Wananga and Eastern Institute of Technology (EIT). Regular visits take place to enable students to experience a tertiary environment.
ERO, the host school principal and board and the TPU manager agree on the following next steps. Leaders and teachers should:
Te Whare Whau Hua Teenage Parent Centre embraces a kaupapa that supports young parents to pursue their education. Students are supported to achieve well by dedicated staff who work as a collaborative team. Staff are innovative and responsive to student needs and enact a holistic curriculum that promotes academic and pastoral success.
ERO is likely to carry out the next review in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
26 June 2017
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Location |
Gisborne |
|
|
Ministry of Education profile number |
2749 |
|
|
Teen Parent Unit roll |
21 |
|
|
Gender composition |
Girls 21 |
|
|
Ethnic composition |
Māori |
18 |
|
Review team on site |
April 2017 |
|
|
Date of this report |
26 June 2017 |
|
|
Most recent ERO reports |
Special Review |
November 2013 |
Te Whare Whai Hua is an attached unit of Lytton High School. There are currently 21 Ministry of Education funded Teen Parent Units (TPUs) operating across New Zealand. TPUs provide a flexible and supportive environment for teenagers who are pregnant or who have given birth. Attendance at a TPU gives students an opportunity to continue their education and develop the best possible pathway for their future and the future of their children.
ERO reviews all of the TPUs every three years. Each unit receives an individual report outlining areas of good performance and areas for further development. The terms of reference for these reviews are set out below. The findings across each of the TPUs contribute to a national report by ERO which presents findings about the overall quality of all TPUs.
The evaluation focus for ERO’s review of Teen Parent Units is:
How effective are the TPUs in promoting and supporting positive outcomes for students?
In the context of this review, student outcomes include their educational, social, health and wellbeing outcomes. The review also includes student destination outcomes, and the success students have in transitioning from the TPU to further education, training or employment.
The terms of reference for the evaluation of TPUs are the:
Te Whare Whai Hua is located in the grounds of Lytton High School and adjacent to an independently governed early childhood centre. The TPU operates as a special department of the high school, well supported by the board of trustees. A member of the senior management team has liaised with the unit since it commenced and reports to the board. Two vans transport students and their children from the wider Gisborne area.
Long-serving staff include a non-teaching manager, head teacher, teacher, and social worker. The unit also employs two part-time teachers for specialised mathematics and English tutoring.
Good progress has been made in addressing the recommendations of the September 2010 ERO report.
The aim of the unit is that all students will leave with at least Level 2 in the National Certificates of Educational Achievement (NCEA). Analysis of student data from 2011 and 2012 resulted in a strengthened approach to support learning. This included establishing individual portfolios for regular goal setting, programme plans, tracking sheets and records of achievement. Students are encouraged to take responsibility for recording weekly reflections in their personal journal. This strategy is having a positive effect on student engagement.
The TPU vision and roles have been revised. The manager effectively oversees day-to-day management and organisation. Links with the host school are maintained through regular meetings with senior managers.
TPU goals are aligned with the school’s strategic priorities. Annual reports to the board provide evaluations of performance. The TPU Annual Report for 2012 identifies that students would benefit from a greater diversity of specialist teachers with sound curriculum knowledge. ERO’s evaluation affirms this direction. Gisborne’s geographical position has implications for teachers’ access to relevant professional learning.
A dedicated social worker provides pastoral guidance for students, supported by a plan focused on social and emotional wellbeing.
Staff are caring and nurturing. They know the students and their children well.
The education programme comprises correspondence courses from Te Aho o Te Kura Pounamu (Te Kura), host school options and other vocational and life-skill courses from outside providers. The major provider is Te Kura. Recently introduced online resources have improved students’ access to learning. However, it is timely that curriculum provision be reviewed to evaluate how effectively it promotes student learning, engagement and success.
Teachers prepare IEPs with goals in consultation with students. Planning is responsive to individual needs and next steps. Teachers endeavour to find resources, especially reading material, to engage students in meaningful and interesting learning. Career education is supported by a careers week, visiting speakers, online resources and Eastern Institute of Technology (EIT) tasters.
Teachers are responsible for tracking, monitoring and reporting progress and assisting students to manage their academic courses. Staff share pertinent information and concerns at weekly meetings. However, individual learning pathways for fostering success are not well documented. Next steps for improvement should include strengthening the IEPs to provide students with longer term education and career pathways.
Consideration is given to encouraging Māori students to succeed as Māori. Although there are some opportunities for students to engage in te reo Māori, correspondence courses have not been successful. The TPU should explore ways to enhance learning in te reo me ngā tikanga Māori in consultation with the high school.
Well considered orientation procedures are used to induct students into the unit. Time is allowed for settling of both parent and baby. Students are encouraged to be self managing. Tuakana teina relationships assist induction, study and general wellbeing. Students have a voice in the daily running of the unit. They hold a weekly class hui and have agreed class protocols.
The needs of priority students have been identified and responded to, resulting in improved engagement and success. Incentives encourage higher levels of attendance.
Staff have good knowledge of where students move to when they leave the unit. The difficulties of moving from Gisborne to access further educational opportunities are acknowledged.
Long-standing and strong relationships have been developed with the community and other educational organisations. The positve and supportive working relationship with the early childhood centre is crucial for successful academic outcomes. Students can focus on gaining qualifications when they feel secure about the safety and wellbeing of their children.
Managers and teachers should strengthen the IEPs.
The TPU and host school managers should explore opportunities for enriching students’ learning in te reo me ngā tikanga Māori.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
26 November 2013
|
Location |
Gisborne |
|
|
Ministry of Education profile number |
2749 |
|
|
Teen Parent Unit roll |
21 |
|
|
Gender composition |
Female |
|
|
Ethnic composition |
Māori Pākehā/European |
19 2 |
|
Review team on site |
August 2013 |
|
|
Date of this report |
26 November 2013 |
|
|
Most recent ERO reports |
Special Review Special Review |
September 2010 August 2006 |