Taita Central School

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 

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