33A Churton Crescent , Taita, Lower Hutt
View on mapTaita Central School
Taita Central School
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Context
Taita Central School is in Lower Hutt and provides education for students in Years 1 to 6. A new leadership team is in place, with the appointment of a new principal mid-2022 and a new deputy principal mid-2023. The school’s shared values of perseverance, outstanding excellence, whakawhanaungatanga, empathy and respect, are integral to the school’s culture and curriculum.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Improvements are required to ensure learners are engaged, making sufficient progress and achieving well. |
- Achievement information shows less than half of all learners achieve at or above the curriculum expectations in reading, writing and mathematics; improvement in learner progress and achievement is required.
- Improving equity for groups of learners, including Māori and Pacific learners, remains a priority.
- Attendance information shows a small majority of learners attend school more than 90% of the time; leaders and teachers closely monitor and support whānau to improve the attendance rates of all learners.
Conditions to support learner success
Leaders foster a collaborative teaching culture and work towards high quality teaching for equitable outcomes for learners. |
- Leaders and staff promote a positive school culture with a clear focus on improving learner engagement and wellbeing.
- A system to monitor and analyse student progress and achievement data is newly in place to inform strategic priorities; leaders and staff are taking steps to purposefully plan to address barriers to learning.
- Leaders purposefully support and facilitate ongoing improvement and development of teacher capabilities for improved learner outcomes.
Teachers are working towards establishing responsive teaching and learning practices school wide. |
- In the junior school, staff know learners well, work together and provide purposeful, well-paced learning experiences for all learners; this practice is developing in the senior school.
- Teachers are strengthening capability in using data to inform responsive practices that support improved learner outcomes and address barriers to learning.
- Leaders and teachers are improving the way they collect, analyse and interpret data to better inform teaching and learning.
Leaders and staff are refining and strengthening school conditions, actions and practices to promote improved learner wellbeing, attendance and achievement. |
- The board and leaders are building and aligning key school practices and processes focused on learner wellbeing, achievement and engagement.
- The board, leaders and teachers use information from a range of sources to plan for ongoing improvement.
- Leaders and staff seek and engage in ongoing professional development, including through the local Kāhui Ako, to support learner progress and wellbeing.
- The board, leaders and staff continue to build partnerships with parents and whānau; their views are actively sought to guide ongoing development and strategic improvement.
Part B: Where to next?
The agreed next steps for the school are to:
- strengthen use of attendance and achievement information to inform responsive teaching practice and improve achievement outcomes for all learners
- support teachers to further develop consistent, responsive teaching and learning practices with a focus meeting the many different learning needs and interests of students
- build teachers’ shared understanding of effective strategies to enable learners to identify what their next learning steps are and how to go about achieving these
- increase whānau engagement in their child’s learning and partnerships with the school to improve attendance and achievement outcomes.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- review planning, learning and assessment practices to support and promote improved attendance and achievement outcomes for all learners
- use research informed teaching and learning practices to purposefully address barriers to learning and build teacher, student and whānau understanding of how children learn best
- work with whānau about how they would like to be involved in their child’s learning and assist understanding about the importance of regular attendance, and the correlation between attendance and academic progress and achievement
Every six months:
- collect, moderate, analyse and use data to report on the progress, attendance and achievement of all learners
- review and report on the effectiveness of changes to teaching practice, through teacher observation, collection of learner voice and learner outcomes
- meet with whānau to sustain active participation in the planning and decision-making of the school
Annually:
- analyse and report schoolwide achievement data to the board, to strategically plan actions that will improve attendance, achievement and learner outcomes
- conduct a wellbeing survey that includes aspects of responsive practices with staff, learners and families, to assist with strengthening responsive classroom practices and further engage learners
- gather and review parent and whānau voice on the success of partnerships with the school and engagement with their children’s learning.
Actions taken against these next steps are expected to result in:
- consistently effective and responsive teaching, learning and assessment practices schoolwide, resulting in improved achievement outcomes for all learners in reading, writing and mathematics
- all learners being active participants in their own learning and able to talk about their next steps and what they have achieved
- improved levels of learner attendance and whānau engagement; with a shared understanding of how to support their child’s learning, progress and achievement.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Shelley Booysen
Director of Schools
31 July 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Taita Central School
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of March 2024, the Taita Central School Board has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Actions for Compliance
ERO and the board have identified the following areas of non-compliance during the board assurance process:
- on the basis of good quality assessment information, reported to the school’s community on the progress and achievement of students as a whole, identified groups of students who are not progressing or are at risk of not progressing, including the progress and achievement of Māori students
[Education and Training Act 2020, Regulation 21 of Education (School Boards) Amendment Regulations 2022] - reported every incident of physical restraint to the Ministry of Education
[Education and Training Act 2020, Section 100] - has documents showing that suitable human resource management practices are implemented.
[Education and Training Act 2020, Section 599]
The board has since taken steps to address the areas of non-compliance identified.
Further Information
For further information please contact Taita Central School, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
31 July 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Taita Central School - 02/05/2018
School Context
Taita Central School, located in Lower Hutt, caters for children in Years 1 to 6, drawing from a culturally diverse community. Of the 141 children enrolled, approximately 43% are Māori, 34% are of Pacific heritage and 10% are Pākehā. There are a significant number of English language learners.
In its charter, the school gives priority to raising student achievement. There is a focus on developing independent, life-long learners. The newly established values of ‘POWER’ (Perseverance, Outstanding Excellence, Whakawhanaungatanga, Empathy and Respect), developed in collaboration with the community, are being integrated into the school’s culture and curriculum.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- achievement in reading, writing and mathematics
- progress and achievement in relation to school targets
- attendance and engagement.
There have been a number of leadership and staff changes since the July 2014 ERO report. A new principal was appointed in late 2016. Experienced and newly elected members make up the board of trustees.
The school continues to be involved in a Ministry of Education (MoE) programme, Accelerated Learning in Literacy (ALL). It is a member of the Taita/Stokes Valley Kāhui Ako.
Evaluation Findings
1 Equity and excellence – achievement of valued outcomes for students
1.1 How well is the school achieving equitable and excellent outcomes for all its students?
Data for 2017 indicated that the large majority of children achieved well in reading, and just over half of all learners achieved in writing and mathematics.
Ongoing in-school disparity for Māori students in mathematics, reading and writing, and for boys in literacy, especially in writing, is an identified focus for improvement.
Pacific learners’ achievement has trended upwards in reading, writing and mathematics since the previous ERO review.
There are substantial numbers of students with complex and additional needs. They are identified and responded to appropriately.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school needs to strengthen its response to Māori, Pacific and other children whose learning and achievement need acceleration.
Targets to raise the achievement of those students who are not succeeding at expected levels are appropriately set by trustees and leadership. Reported information from 2017 indicates that approximately a third of children who were below expectation made accelerated progress.
2 School conditions for equity and excellence – processes and practices
2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?
Positive, respectful relationships are evident between teachers and students. Learning environments are managed in ways that support participation and engagement. All learners are given opportunities to participate in meaningful learning experiences and community events that reflect Māori and Pacific cultures, languages and identities.
Trustees, leaders and teachers use a range of effective strategies to engage with the community and share information. This includes translation of important information and resources into the Samoan language. A considered focus to increase levels of involvement and relational trust across the school community, is highly visible. Further building on learning partnerships with families and whānau is a school-identified priority.
A purposeful focus on better aligning systems and processes with school achievement priorities is evident. Establishing and strengthening key organisational and learning conditions to support improved learning has been given appropriate priority by the incoming principal.
Building professional capability and collective capacity is a priority for trustees, leadership and staff. Appropriate appraisal policies and procedures, teacher inquiry, and professional development support the improvement of teaching and learning. A whole school approach to professional development for 2018, focused on accelerating literacy learning, provides opportunity to support and reiterate consistent expectations for high quality teaching, learning and assessment.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Co-ordinating and aligning school practices and processes to focus more deliberately on equity of outcomes for all students is a priority. Trustees, leaders and teachers should continue to develop and strengthen systems and processes to support increased acceleration of student achievement. Improved practice, for groups of students whose learning is at risk, includes: deeper analysis of student data; and regular monitoring and reporting of student progress at all levels.
Clear guidance for effective teaching practice and expectations of student outcomes are required. A more responsive curriculum is needed to cater for the wide range of learner needs. The revised curriculum should identify effective culturally responsive practices and clearly articulate the rationale and educational thinking behind specific programmes and interventions.
Trustees, leaders and staff have yet to develop a shared understanding of internal evaluation to clearly determine the effectiveness of teaching practices, learning interventions and school operation on improving student outcomes. Understanding and using evaluation should add to trustees’, leaders’ and teachers’ knowledge of what has the most significant impact on raising achievement and support next steps for development.
The addition of new board members creates the opportunity for trustees’ continued access to learning about stewardship, to build their capacity to more effectively carry out their roles and responsibilities.
3 Board assurance on legal requirements
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.
4 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- the strategic vision of the principal that focuses on raising levels of achievement and school performance
- improved learning experiences that better respond to students’ identities, culture and language
- relational trust that engages all stakeholders to contribute to schoolwide success.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- strengthening inquiry and analysis of achievement information, by trustees, leaders and teachers, to systematically address in-school disparities
- identifying and making plans at all levels to implement and sustain the dimensions of practice required for a culturally responsive school
- targeted planning to accelerate learning
[ERO will monitor and discuss progress with the school] - building internal evaluation processes and practices, to better understand the impact of programmes and initiatives on acceleration and achievement for learners at risk of not achieving
[ERO will provide an internal evaluation workshop for trustees and leaders.]
ERO’s next external evaluation process and timing
ERO is likely to carry out the next external evaluation in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
2 May 2018
About the school
Location | Lower Hutt |
Ministry of Education profile number | 3030 |
School type | Contributing School (Years 1-6) |
School roll | 141 |
Gender composition | Male 56%, Female 44% |
Ethnic composition | Māori 43% Pacific 34% Pākehā 10% Other ethnic groups 13% |
Provision of Māori medium education | No |
Review team on site | February 2018 |
Date of this report | 2 May 2018 |
Most recent ERO report(s) | Education Review July 2014 Education Review August 2011 Supplementary Review February 2008 |
Taita Central School - 28/07/2014
Findings
Relationships among teachers, students and families are positive and affirming. The school has an explicit literacy and numeracy focus. Staff are focused on improving student outcomes. Māori and Pacific students’ culture and language are recognised and celebrated. Enhancing consultation and partnership with families, whānau and aiga is a school priority.
ERO is likely to carry out the next review in three years.
1 Context
What are the important features of this school that have an impact on student learning?
Taita Central School caters for students in Years 1 to 6. At the time of this review there were 164 students, 32% of whom were Māori and 36% Samoan. Roll numbers have remained stable with an increased proportion of Pacific students.
The continuing focus is to enhance teaching and learning, develop partnership with whānau and families, and improve student outcomes. Trustees, leaders and community members are working with a Student Achievement Function practitioner to facilitate planning and professional learning.
Since ERO's 2011 review a new deputy principal has been appointed.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Achievement information is well used to promote student progress and achievement.
Teachers use an appropriate range of nationally-referenced assessment tools to gather baseline data. This is collated, analysed and used to inform class placements, group students for instruction and identify those in need of additional support or extension.
School leaders have set suitable schoolwide student achievement targets. Teachers identify and track the progress of specific target students in literacy, including oral language, and mathematics. Trustees receive reports on trends and patterns, and commentary on different initiatives and programmes. Data is used by the board to inform resourcing and staffing decisions.
A high proportion of students, including Pacific, have English as a second language. These students benefit from a well-considered English language support programme. The school reports that the majority of students are achieving below the relevant National Standard in reading, writing and mathematics. Māori and Pacific student achievement is comparable with that of other students in the school. Families and whānau are well informed about student achievement.
School leaders have identified significant priorities for ongoing development. These include:
- strengthening the consistency and reliability of moderation processes for confirming teacher judgements against National Standards
- enhancing the use of student achievement information for tracking, analysing and regularly reporting progress against targets and the impact of programmes and initiatives.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
Taita Central School’s curriculum provides many opportunities for students to participate and celebrate success in academic, sporting, artistic, cultural and leadership activities. The principles, values and key competencies of The New Zealand Curriculum are integrated with local themes and learning contexts.
There is an explicit literacy and numeracy focus across the curriculum. Oral language strategies are integrated across all learning areas. The curriculum document provides effective guidance to teachers in planning for the varied needs of students at syndicate and classroom level, so they can engage in their learning. Computer technology is effectively used to support student engagement and achievement.
A literacy rotation programme was developed and implemented in response to the high proportion of students with significant English language learning needs. School leaders have responded positively to a recent external review of the programme that identified several areas that would benefit from further development.
They also recognise it is timely to extend curriculum review to areas other than literacy and numeracy. Evaluating the impact of teaching in all learning areas will provide useful information for future planning.
Teachers are reflective and participate in formal inquiry processes to improve teaching practice. They have high expectations for students’ involvement, learning and behaviour. They use a range of appropriate teaching strategies and work collaboratively with teacher aides to meet the needs of students.
Relationships among teachers, students, families, whānau and aiga are positive and affirming. Classrooms are settled environments with students on task and engaged in their learning.
Pacific students’ culture and language are recognised and celebrated. Pacific themes are evident in classrooms and displays of student work. School leaders are actively working to develop links with Pacific communities, holding regular fono for families and aiga. This is a board priority.
How effectively does the school promote educational success for Māori, as Māori?
Māori student success and success as Māori is well supported. There is a schoolwide commitment to recognising, valuing and celebrating Māori students’ culture, language and identity. These themes are clearly evident in classrooms with te reo me ngā tikanga Māori strongly evident in the school curriculum and programmes.
School leaders are growing links with whānau and the wider community. Regular hui provide opportunities for families to share their aspirations and discuss both their children’s and the school’s ongoing development. Enhancing consultation and partnership with families and whānau is a priority for leaders and trustees.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is well placed to sustain and improve its performance. Key factors contributing to this include:
- well-informed governance focused on improving student outcomes
- sound leadership from the principal, well supported by senior leaders
- a collegial, collaborative staff culture
- positive affirming relationships and an emphasis on student wellbeing
- growing links with the local and wider community.
There is an established schoolwide culture of critical reflection. School leaders acknowledge the benefit of further enhancing self review. Evaluating outcomes and impacts of programmes and initiatives against agreed indicators will better inform next steps and support ongoing improvement.
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
Relationships among teachers, students and families are positive and affirming. The school has an explicit literacy and numeracy focus. Staff are focused on improving student outcomes. Māori and Pacific students’ culture and language are recognised and celebrated. Enhancing consultation and partnership with families, whānau and aiga is a school priority.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services Central Region
28 July 2014
About the School
Location | Lower Hutt | |
Ministry of Education profile number | 3030 | |
School type | Contributing (Years 1 to 6) | |
School roll | 164 | |
Gender composition | Male 52% Female 48% | |
Ethnic composition | Māori Samoan NZ European/Pākehā Other Pacific Other ethnic groups | 32% 36% 18% 5% 9% |
Review team on site | June 2014 | |
Date of this report | 28 July 2014 | |
Most recent ERO report(s) | Education Review Supplementary Review Supplementary Review | August 2011 February 2008 December 2006 |