Eden Campus

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Findings

Eden Campus is a learning-centred environment where the concept of ‘education for all’ is embraced and honoured. Very effective leadership ensures a well-managed unit. Students benefit from teachers who are skilled in supporting them to achieve success. Students are highly engaged in their learning and have access to high quality services.

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

1 Background

Eden Campus is an attached unit of Auckland Girls’ Grammar 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.

Terms of Reference

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. 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:

  1. quality of individual support for each student (including IEPs and educational, pastoral and careers processes)
  2. educational and social outcomes for each student (including the quality of the teaching and the TPU’s self review)
  3. relationship with the base school (including the governance and management of the TPU)
  4. transitions of students into and out of the TPU.

2 Findings

Context

What are the important features of this TPU that have an impact on student outcomes?

Eden Campus is located in Mt Eden, Auckland and operates out of a two-story renovated Victorian house. It is within walking distance to Mt Eden village. The school provides education for teenage parents from the wider Auckland area until they are 19 years of age. At the time of the ERO evaluation, 18 teen parents were on the roll, comprising 9 Maori, 6 NZ European/Pākehā, 2 Samoan and 1 Chinese young women.

The board and teen parent unit manager have responded well to the findings from ERO’s 2013 report. A greater emphasis is placed on student wellbeing which is seen as equally important to academic achievement. There is a growing focus on individual vocational pathways. The manager and staff continue to build culturally responsive practices throughout the programme.

The unit continues to have positive relationships with the host school. The newly appointed Auckland Girls’ Grammar School principal is establishing constructive working relationships with the manager of the teen parent unit.

Significant features of the unit include very well organised systems and processes and a culture that places importance on educating the student so they can educate their child. Attention is given to student achievement including a focus on their child’s learning development as a strategy to motivate the student.

Student outcomes

What does this TPU know about outcomes for individual students?

Eden Campus sets high expectations for students. The school’s achievement information shows that students are achieving very well. Most gain academic qualifications including completing the National Certificate in Educational Achievement (NCEA) Levels 1, 2, 3 and university entrance.

Teachers work closely with students and track and monitor their progress carefully. Multi-level teaching enables students to work at their own level and pace. Teachers ensure there is a balance between academic, personal and wellbeing goals. Parenting skills are promoted and, in the last three years, there has been a growing emphasis on health and wellbeing outcomes for students.

Students are supported to respect themselves and others. They establish goals for themselves and their child which are visible in the classrooms. These goals along with student achievement charts and displays are a constant reminder and motivator to encourage student progress and success.

Teachers have a very good knowledge of where students move on to. Past students often return to the unit to share successes and become role models for current students.

Leadership, management and organisation

How effective is the leadership, management and organisation of this TPU?

Eden Campus is a very well managed organisation. Clear documentation, expectations and routines result in a settled, well-structured and resourced environment. This is supported by responsive teaching practices.

A clear philosophy statement guides systems, approaches and strategies. Values are highly visible throughout the environment and students are encouraged to live these in order for their child to see them in action. Staff and students use the whakatāuki, ‘Ma Te Huruhuru Ka Rere Te Manu – Adorn the bird with feathers so it can fly’, as their touchstone. The valuing of everyone’s contribution is an asset of the campus.

A highly valued relationship between the teen parent unit and the early learning service supports students’ sense of security and is integral to the units philosophy and programme. Clear parameters are in place for students when interacting with the early learning service (ELS). As a result, trusting relationships are formed between staff and student.

Documentation shows very good annual planning which is concise and evaluative. It reflects and reinforces a strong focus on high expectations and achievement for students. The teen parent unit is acknowledged as part of the host school strategic plan.

Eden Campus is responsive and improvement focused. Ongoing self review ensures teachers keep up to date with the different needs of the students. Staff are aware of the Ministry of Education (MoE) Outcome Framework and Guidelines as well as being connected to regional and national networks.

The manager and teachers are well qualified and understand moderation, appraisal and current best practice. They attend professional learning development at the host school and keep up to date with subject knowledge, professional associations and teen parent unit conferences.

Learning

What is the quality of the curriculum at this TPU?

Students benefit from a well-designed broad curriculum. They enrol with the host school and Te Aho o Kura Pounamu, the Correspondence School, (Te Kura) for academic courses. External providers work with students to offer programmes that address social, health and wellbeing issues.

The curriculum features enhanced learning experiences which align with the academic and wellbeing programmes. Students have opportunities to visit art galleries, theatres, cultural festivals, sculpture walks and nearby local attractions.

The school environment effectively supports student learning. Teachers have ensured that it is attractive, purposeful and meaningful for students. Numerous photos of students and their children encourage and motivate students to focus on their learning.

Teachers are skilled practitioners and support students to achieve success. They understand the complexities surrounding teen parents and respectfully work alongside students. Individual learning plans are co-constructed with the teacher and student.

Very sound assessment and moderation processes are evident. Teachers work closely with the host school and Te Kura to ensure robust systems are in place.

Student support, engagement and transitions

How well does this TPU support and promote student engagement and success?

Good systems are in place to enrol students. Whānau are involved in supporting students through the enrolment process. Many students who attend, however, live independently. Staff from the unit and ELS work together respectfully to transition the student and their child into Eden Campus.

Students have access to high quality services that support their learning. They are well informed about the many services they can receive. The unit has a close relationship with Youthline and connects students to this provider for social, health and wellbeing concerns. An Auckland District Health Board nurse visits weekly and provides access to services relating to sexual health along with a range of health services.

Students are highly engaged in their learning. They set realistic goals to help them achieve success and reflect daily on their progress. High expectations for student attendance is promoted. There are many good examples at school to motivate students to attend and achieve.

Relationships with external partners

How well does this TPU work within their educational and community context to promote student outcomes?

Eden Campus has good working relationships with the host school, the ELS, Te Kura and external agencies.

Highly experienced staff at the ELS carefully manage relationships between the student and baby. On some occasions, the Trust for the ELS has provided support for students at Eden Campus. Youthline provides very good support for students’ social, health, wellbeing, housing and counselling needs.

3 Recommendations

What are the key next steps for this TPU?

ERO, the director and the host school principal and trustees agree on the following next steps. Leaders and teachers should continue to develop and strengthen:

  • the focus on careers and transition in order to increase student understanding and awareness of vocational pathways across the curriculum
  • processes to support the manger in her role as leader of the teen parent unit.

4 Conclusion

Eden Campus is a learning-centred environment where the concept of ‘education for all’ is embraced and honoured. Very effective leadership ensures a well-managed unit. Students benefit from teachers who are skilled in supporting them to achieve success. Students are highly engaged in their learning and have access to high quality services.

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

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

23 June 2017

About the Teen Parent Unit 

Location

Mt Eden, Auckland

Ministry of Education profile number

2760

Teen Parent Unit roll

18

Gender composition

Girls 18

Ethnic composition

Maori
Pākehā
Samoan
Chinese

9
6
2
1

Review team on site

March 2017

Date of this report

23 June 2017

Most recent ERO reports

Special Review
Special Review
Special Review

November 2013
June 2010
August 2006

 

1 Background

Eden Campus is a teen parent unit (TPU) hosted by Auckland Girls’ Grammar School. There are currently 21 Ministry of Education funded 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.

Terms of Reference

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. 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:

  • quality of individual support for each student (including IEPs and educational, pastoral and careers processes)
  • educational and social outcomes for each student (including the quality of the teaching and the TPU’s self review)
  • relationship with the base school (including the governance and management of the TPU)
  • transitions of students into and out of the TPU.

2 Findings

Context

Eden Campus is the name of the teen parent unit located in Mt Eden, Auckland. It provides education for teenage parents from the wider Auckland area until they are 19 years of age. The TPU and its associated early childhood service operate out of a large, appropriately renovated Victorian house within walking distance to Mt Eden village. The TPU is attractive, has comfortable learning spaces and is well resourced. The TPU continues to receive governance and leadership support from its host school, Auckland Girls’ Grammar.

Most students and their children travel independently to and from the TPU each day. Some take advantage of the transport offered to take them to train stations and bus stops at the end of the day. Students are culturally diverse, from Pacific, Māori, Pākehā and Asian cultural backgrounds.

The long-serving manager retired in Term 2, 2013 and one of the teachers from Eden Campus is filling the position until a permanent manager is appointed. The Further Chance Charitable Trust continues to provide overarching governance responsibility for the early childhood service. It also supports the TPU with funding, including a student scholarship for 2013. The principal of Auckland Girls’ Grammar School chairs the trust board and remains connected and committed to the future direction of the TPU.

ERO’s 2010 report of the teen parent unit identified many areas of good performance and positive outcomes for students. Staff responded well to the report’s suggestions to further strengthen the analysis and use of student achievement information and to increase the provision of careers education and guidance.

Student outcomes

Students achieve very well. They respond to the high expectations teachers have of them to gain meaningful qualifications. The majority of students are aiming for and achieving National Certificates in Educational Achievement (NCEA) Levels 1, 2 and 3, including university entrance. Student achievement in Level 1 literacy and numeracy, and Level 2 numeracy is high. Many students strive to achieve NCEA credits at merit and excellence level and some aim for endorsed certificates. Students are justifiably proud of their successes and appreciate the skill and support of their teachers.

Students are respected and valued as responsible adults, and as capable, competent learners and mothers. They are well supported by external agencies and TPU staff to manage their health, financial and other personal needs.

Students are well supported by their teachers and the careers adviser from the host school to set and evaluate learning goals that are well linked to their career pathways. They also attend careers information events. Students have learning experiences and achievement opportunities through local tertiary providers, and all students participate in sessions run by outside agencies at the TPU. Students report high levels of satisfaction with the teen parent unit and the opportunities they have for continued learning.

Leadership, management and organisation

The TPU is very well led. The recently retired manager has promoted shared and inclusive leadership, and teachers and students have benefited from her professionalism and commitment to the unit. She has maintained high expectations for herself, staff and students. This effective leadership has resulted in sustainable leadership following her departure. The acting manager and teachers, together with the support and guidance of the host school principal are continuing to lead and manage the TPU effectively.

Promoting student achievement and success is a key priority for the host school principal, teachers and students. This focus is made clear within the host school’s strategic plan and the TPU’s annual plan. The manager reports regularly to the host school’s board of trustees, highlighting the ongoing progress to meet student engagement and achievement goals. The principal is strongly connected to the TPU and makes teaching and other professional resources readily available to the TPU staff and students.

Teachers have access to good professional learning opportunities, including sustained professional connections with the Massey University schooling improvement initiative. They are appropriately appraised, set meaningful goals for professional development and reflect on their own practice. Self review is well understood and valued by the principal, manager and teachers and includes student voice.

Leaders and teachers agree that to support further improvements and sustainable practices within the teen parent unit, useful next steps could include:

  • reviewing the extent to which culturally responsive leadership and teaching approaches are used
  • developing an operations manual to support a new Memorandum of Understanding between the host school, TPU and the early childhood service.

Teaching and Learning

Teachers are experienced and skilled facilitators of learning and have mutually respectful relationships with their students. They provide personalised programmes based on student interests, strengths and career aspirations and offer ongoing feedback to promote their success. Te Kura correspondence units are used to support individualised learning approaches, and to broaden students’ subject choices. The host school provides access to other subject options when needed and all students are able to take life skills and early childhood courses. As a result of these good practices and programmes, students are highly engaged and motivated.

Students know about their own learning styles, their progress and achievement. They set and evaluate their learning goals and are encouraged to raise their own expectations for themselves.

There are times during the year when students are able to share and celebrate their own cultures through their learning programmes. Those students who want to learn te reo Māori and some Pacific languages do so through Te Kura. Teachers recognise that this correspondence approach to learning languages limits students’ success. They are keen to make connections with other education providers who may be able to support Maori and Pacific students with their indigenous language learning.

Leaders and teachers identify that other useful next steps for the TPU include:

  • considering how students’ culture, language and identity could be made central to the curriculum design
  • increasing the use of technologies in teaching and learning programmes.

Student transitions and engagement

Students are very well supported to transition their children into the early childhood centre and to engage in learning as soon as they begin at the TPU. Teachers work in partnership with students to develop education plans based on their interests, strengths and career aspirations.

Teachers support students to re-engage with learning when they have been absent for maternity leave or caring for babies when they are ill. Students who attend regularly and remain at the unit for more than 12 months tend to achieve well.

Transition out of the TPU is very well managed by staff, and all students leave with meaningful qualifications. Many students continue study at a tertiary level following their time at the TPU. Teachers maintain connections with many students and celebrate their ongoing successes.

Relationships with external partners

Students have very good relationships with the teachers at the early childhood centre. They report feeling valued and respected by staff, and are highly satisfied with the level of care and education provided for their children. Staff at the centre work closely with new parents to help them settle their children.

The TPU has strong partnerships with its host school. External agencies provide good support for students’ health, counselling, housing and other personal needs. Other professionals, such as careers advisers from the host school, counsellors and plunket nurses visit students at the TPU and offer support. The TPU has a good connection with a local medical centre.

3 Future Action

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

Dale Bailey

National Manager Review Services Northern Region

4 November 2013

About the Teen Parent Unit

Location

Mount Eden, Auckland

Ministry of Education profile number

2760

Teen Parent Unit roll

24

Gender composition

Girls 100%

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Tongan

Asian

Cook Island

Niuean

9

5

6

2

1

1

1

Review team on site

September 2013

Date of this report

4 November 2013

Most recent ERO reports

Special Review

Special Review

June 2010

August 2006