Tinui School

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Education institution number:
3041
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
34
Telephone:
Address:

25 Charles Street, Tinui, Masterton

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Summary

Tinui School, for students in Years 1 to 8, is a remote rural school serving a large catchment area in the Wairarapa. Of the 36 students enrolled, five are Māori.

Since the May 2014 ERO report, a significant roll drop has resulted in the loss of one teaching position and classroom. The previous principal left in mid-2016. A new permanent appointment was not able to be made until the beginning of 2017, after a period of temporary leadership. Since that time, one new teacher has been employed and extensive refurbishing of the school buildings has been undertaken.

The board has committed to joining a recently formed Community of Learning |Kāhui Ako.

Responsibility, enthusiasm, success, participating with pride, excellence, caring and togetherness (RESPECT) are identified as valued learning outcomes at Tinui School.

How well is the school achieving equitable outcomes for all children?

Publically reported data over the past three years shows that the high and equitable overall achievement of students has been sustained.Support for moderation within the school has been put in place to help teachers make more dependable judgements about children’s achievement in relation to the National Standards.

Trustees plan to seek further training to support their roles and acknowledge that some organisational conditions, that support school operation and decision-making, require strengthening.

Children are achieving well. The school demonstrates strong progress towards achieving equity in educational outcomes and is focused on further developing sustainable processes and practices.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is developing its response to students whose learning and achievement need acceleration.

Teachers use an increased range of assessment tools and engage in ongoing discussion with each other to gauge student achievement and progress. Data has been collated from beginning and mid-year testing in 2017. This is used to inform decisions about strategies to support learners who may require acceleration to meet the National Standards by the end of the year. The principal is confident that membership of Kāhui Ako will provide opportunities for external moderation that will add further rigour to teachers’ judgements.

Children requiring additional learning support are identified and appropriate strategies put in place to facilitate their learning and progress.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The board actively represents and serves the community in its stewardship role. Trustees have recently consulted with families to refresh the mission, vision and values underpinning school operation. They proactively seek opportunities to increase the range of learning experiences and pathways available to students. Trustees receive regular reports from the principal about the school’s progress towards meeting annual operational goals.

The new principal has been highly focused on building relational trust within the school and local community. He actively seeks external assistance for his professional role as school leader and change manager. Staff express satisfaction with the level of support they are receiving for their work and with the positive school culture.

Children benefit from being part of a small and caring learning community. Collaboration between the school and families enriches opportunities for their learning. Parents receive useful information about their children’s progress in relation to the National Standards.

Since the previous ERO review, some work has been undertaken to progress the implementation of a stronger bicultural perspective in the curriculum. Links have been made with local iwi that have the potential to improve the school’s approach to working with Māori learners.

Curriculum priorities reflect the national priorities of reading, writing and mathematics. Science, environmental studies and discovery learning, along with a range of sporting and cultural activities, add breadth to children’s learning opportunities. In 2017, there is a focus on supporting students to take more responsibility for, and to lead their own learning, is impacting positively particularly with senior students.

The appraisal process is constructive and provides effective support for teacher development. Useful appraiser feedback and feed forward is provided. Appropriate mentoring is now in place to assist teachers to meet professional requirements for certification.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The board and principal are positive about ongoing improvement and agree the key next steps are:

  • promoting school priorities through:
    • reviewing the charter and long-term plans to better represent the needs of students and the community
    • using internal evaluation to decide what works and what needs to change
    • aligning teacher development and strengthening teacher enquiries to support better student outcomes
    • documenting curriculum guidelines
    • further involving children in decisions about the environment that supports their learning.
    • agreeing the dimensions of practice for a culturally responsive school
  • further strengthening trustees’ understanding and enactment of the stewardship role including attending to aspects of compliance, particularly in relation to the implementation of the Health and Safety at Work Act, 2015.

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

  • 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.

Actions required

ERO identified non-compliance in relation to:

  • hazard management

  • first-aid training for key staff

  • the condition of the impact surface under the adventure playground.

In order to address this the board must:

  • put in place procedures that meet legislative requirements for the safety of students, staff and visitors to the school. [Health and Safety at Work Act 2015]

To improve current practice, the board of trustees should:

  • ensure suitable procedures are in place for recording and reporting serious accidents, and managing student medication and allergies.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Learners are achieving well. The school demonstrates strong progress towards achieving equity in educational outcomes and is focused on further developing sustainable processes and practices.

ERO will provide an internal evaluation workshop in response to a request by the school.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

28 September 2017

About the school

Location

Masterton

Ministry of Education profile number

3041

School type

Full primary ( Years 1 to 8 )

School roll

36

Gender composition

Boys 20 Girls 16

Ethnic composition

Māori 5
Pākehā 30
Other ethnic groups 1

Provision of Māori medium education

No

Review team on site

August 2017

Date of this report

28 September 2017

Most recent ERO report(s)

Education Review, May 2014
Education Review, March 2011
Education Review, June 2008

1 Context

What are the important features of this school that have an impact on student learning?

Tinui School is a remote rural school which caters for students from Years 1 to 8. The school has 53 students, including 17 Māori.

Since the March 2011 ERO review the school has had a change of principal and teachers. Most trustees have joined the board in the last two years. A new board chairperson was elected at the beginning of 2014.

The school has a positive reporting history with ERO.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Staff and trustees have a clear focus on students’ progress and achievement and use achievement information effectively to promote progress. Board members receive regular, analysed reports of student achievement information, including the progress of targeted students, to inform decision making.

Overall school-reported data shows that most students, including Māori, achieve at or above the reading, writing and mathematics National Standards expectations. Teachers identify those students who are not achieving at or above the National Standards and plan actions to accelerate their progress. Individual education plans are in place for some students identified as needing additional assistance

A range of appropriate assessment tools helps teachers make overall judgements about students' achievement in relation to National Standards. A next step is to moderate student data with other schools in the cluster to assist consistency of judgements.

Achievement information is collated and well analysed to identify trends and patterns to set appropriate targets. School targets focus on lifting the achievement of those students who are below National Standards. Targets are also in place to encourage students who are meeting the standards to progress further.

Parents receive reports outlining their child’s progress in relation to National Standards. They also have opportunities to gain insights into how well their child is learning and progressing through student-led conferences and regular celebrations of learning.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Teachers are reflective practitioners and plan responsively for their students, taking into account individuals’ strengths, interests and areas of need. Teachers work to actively engage all learners, and support them to progress and achieve.

Students are given a variety of opportunities to develop leadership skills. They are encouraged to contribute their ideas and express their viewpoints. Their wellbeing is nurtured through the focus on the school’s ‘RESPECT’ values and on relationships with one another.

The wider school curriculum provides students with many opportunities to participate and experience success through a variety of academic, sporting and leadership activities. A three year cycle of formal curriculum review is in place.

It is timely with a new teaching team and board to undertake a planned review of the school’s mission, vision and values in consultation with the community. It should consider how the curriculum reflects the principles and key competencies of The New Zealand Curriculum.

How effectively does the school promote educational success for Māori, as Māori?

The school has evidence of ongoing consultation with Māori whānau. A newly developed action plan reflects commitment to improving provision for Māori students. Kapa haka has recently been restarted.

Plans are in place to build teachers’ knowledge through professional development in te reo me ngā tikanga Māori and to use Tātaiako: Cultural Competencies for Teachers of Māori Learners. This should help staff to reflect on how culturally responsive they are and identify where improvement is needed.

4 Sustainable Performance

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

The new teaching team and board are working positively to sustain and improve performance.

Trustees are supported with useful information about their roles and responsibilities. Board training is planned for later in 2014. This should further clarify their roles and responsibilities.

Trustees regularly receive student information to inform their decision making. A recent initiative has been to upgrade the infrastructure for information and communication technologies to enable it to be a more effective tool for learning.

Systems are in place for formal policy review and review of curriculum subjects. Regular community surveys provide useful responses that inform strategic and curriculum decisions. Continuing to use evaluative self review should assist staff and trustees to measure the impact of initiatives against expected outcomes.

Guidelines for appraisal are appropriately implemented for 2014 and are likely to drive improvement.

The school is seen as the focal point of its rural community and members of the wider community support the school. There is evidence of positive relationships between the community and the school.

An established relationship with the adjacent playcentre supports transition to school.

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.

When is ERO likely to review the school again?

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

14 May 2014

Image removed.About the School

Location

Masterton

Ministry of Education profile number

3041

School type

Full Primary (Years 1 to 8)

School roll

53

Gender composition

Female 31, Male 22

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Other European

17

32

2

2

Review team on site

March 2014

Date of this report

14 May 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

March 2011

June 2008

June 2005