Titahi Bay North School

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Summary

Titahi Bay North School caters for students in Years 1 to 8. At the time of this external evaluation, 112 students were enrolled at the school with 64% identifying as Māori and 8% as Pacific. Te Whānau o Te Kakano, the rumaki Māori whānau within the school, supports 42 students in full immersion classes. Both The New Zealand Curriculum and Te Marautanga o Aotearoa guide the school’s local curriculum.

The school’s mission is Kotahitanga i te Matauranga; ‘Our future is learning together as one’. The values for Ngā Rumaki Auraki (English medium) are respect, environmental sustainability, inquiry and aiming high. Te Whānau o Te Kakano values are based on Te Whare Tapa Wha ‘Taha Wairua, Taha Tinana, Taha Whānau, Taha Hinengaro.’ These values underpin school culture. Promoting students’ physical and spiritual wellbeing is a key strength of the school.

Leaders and teachers have been involved in a wide range of professional learning and development programmes since the October 2014 ERO report.

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

The school is well placed to improve and sustain equitable outcomes for all learners. Student achievement in relation to National Standards shows that achievement rates have increased for reading, writing and mathematics. Leaders have identified that accelerating boys’ achievement in writing is a focus in 2017. It would be useful for the school to explore further and address the reasons for any fluctuations and disparity of achievement evident over time.

A significant number of Year 1 and 2 students across the school are below expectations in the applicable National Standards or Ngā Whanaketanga Rumaki Māori (Ngā Whanaketanga). However, the school’s assessment information shows that progress for most is accelerated as learners move through the school. By the end of Year 8, most students achieve at or above in relation to the National Standards and manawa ora and manawa toa in Ngā Whanaketanga in all learning areas. Over the past three years, student achievement information shows a general trend of improvement.

Student achievement in relation to Ngā Whanaketanga Rumaki Māori indicates that over the past three years most students are achieving well in pāngarau, pānui, kōrero, and tuhituhi, with boys achieving better than girls in pāngarau.

To improve outcomes for students, leaders and teachers should continue to strengthen assessment practice, proceed with planned curriculum review and further develop internal evaluation approaches including teaching as inquiry. The school has identified that continuing to develop learning partnerships with parents, whānau and families is a key next step. 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 responds well to Māori and other children whose learning and achievement need acceleration.

School reported data for 2016, shows that most students in Ngā Ruma Auraki achieve at or above in relation to National Standards in reading, writing and mathematics. Reported data for Te Whānau o te Kakano shows that most students are manawa ora or manawa toa in pānui, tuhituhi, kōrero and pāngarau. Leaders have identified mathematics and kōrero as two essential learning areas where children’s learning and achievement needs acceleration.

Teachers use an appropriate range of assessment tools to collect data to identify those students whose learning requires acceleration. They analyse this information to inform learning programmes and teaching strategies.

Leaders and teachers actively engage with other schools to support their decisions when making their judgements about students’ achievement. They share knowledge with colleagues to assist them to make dependable judgements. Continuing to clarify and document the decision-making process should help teachers to make well-informed assessment judgments.

School conditions supporting equity and excellence

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

The dual curriculum provides a clear direction for teaching and learning and that every child has the opportunity to learn, progress and achieve. The views of the community are sought and whānau aspirations promoted. Reflecting and celebrating Ngāti Toa Rangatira through a kaupapa Māori framework is highly evident in the learning programmes offered. The school has planned for ongoing reviews of the school’s curriculum as part of their continuous improvement approach.

A calm learning environment supports students’ learning, and their physical and spiritual wellbeing. Relationships between students and adults are positive and respectful. Teachers have high expectations, and use a range of effective strategies to encourage students to take responsibility for their learning. Students know what they are learning, and when and where to seek help or guidance.

Parents, whānau and the community are welcomed and active participants in school activities and events. Strong relationships with whānau, parents and families have been established. Leaders and teachers share and use information with whānau to help support their children. The school has identified that continuing to develop learning partnerships with parents, whānau and families is a key next step.

Leadership is collaborative and promotes ongoing improvement and student success. A comprehensive appraisal system supports teachers to build their capability. Key stakeholders have opportunities to contribute to this process. Their feedback is valued.

The board of trustees have had significant change of membership with long-serving trustees retiring and new members being elected and co-opted. The new board are active in accessing professional learning and development to further their knowledge and understanding of their roles and responsibilities.

Sustainable development for equity and excellence

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

ERO and the school agree that trustees, leaders and teachers should further develop evaluation capabilities to assist with improving practice. Internal evaluation approaches should be supported by establishing clear measureable outcomes for accelerating student achievement. Consideration of the extent or progress towards these outcomes should strengthen the evaluation of the effectiveness of teaching and innovation strategies on promoting equity and excellence.

Teachers and leaders are building their capabilities through an inquiry and knowledge building framework to help develop and improve their practice. Continuing to build understanding and embed effective implementation of the teaching as inquiry framework should further support teachers identifying strategies that have the most impact on student outcomes.

Other key developments for ongoing improvement include:

  • further strengthening of moderation practices
  • continuing curriculum review
  • the ongoing development of learning partnerships with parents, whānau and families.

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. 

Going forward

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

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

25 July 2017 

About the school 

Location

Porirua

Ministry of Education profile number

3044

School type

Full Primary (Years 1 to 8)

School roll

112

Gender composition

Female 52%, Male 48%

Ethnic composition

Māori 64%
Pākehā 19%
Pacific 8%
Other ethnic groups 9%

Provision of Māori medium education

Yes

Number of Māori medium classes

Two

Total number of students in Māori language in English medium (MLE)

42

Number of students in Level 1 MME

42

Review team on site

May 2017

Date of this report

25 July 2017

Most recent ERO report(s)

Education Review October 2014
Education Review August 2011
Education Review September 2008

 

Findings

The school is building its capability for sustained improvement. Use of achievement information to make positive changes for learners is being strengthened. The curriculum promotes success for many. However, an in-depth review of the curriculum is required to investigate how the school can better support those students not achieving well or making insufficient progress.

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?

Titahi Bay North School is a full primary school located in Porirua City. At the time of this ERO review the roll was 113, with 71% of students identifying as Māori and 10% as Pacific. Te Whānau o Te Kakano (Māori medium) caters for 40 students in two classes. The other three classes, Auraki, are taught in English medium.

Students have many opportunities to engage in leadership roles. This creates a strong sense of belonging and ownership.

An acting principal was in place during term two and the first part of term three 2014, before a new principal was appointed in week four of term three. The new leadership team is actively working to lead change. A Ministry of Education Student Achievement Function (SAF) practitioner is working alongside staff supporting developments in teaching and learning. Current professional learning and development is focused on using digital technology to enhance student learning.

2 Learning

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

The school is strengthening its use of achievement information to make positive changes to learners’ engagement, progress and achievement.

Teachers use appropriate assessment tools to gather a range of information about students’ learning. Moderation processes have been strengthened to support greater consistency in teachers’ overall judgements in reading, writing and mathematics. Student progress and achievement are well monitored.

Data is used to identify students with special educational learning needs and interventions put in place to support their success. Teachers use their class register to track individual progress. The new leadership team plans to extend the coordination of this process schoolwide. The board provides resources for several interventions, including a number of teacher aides. Leaders and teachers should review and report the outcomes of these initiatives to better inform the board’s decision-making.

Trustees receive regular reports about students' progress and achievement in reading, writing and mathematics. Senior leaders plan to improve the clarity of reporting to the board and include student attendance information. This should better support target setting and strategic decisions.

School achievement data shows some progress since the August 2011 ERO report. Auraki data from December 2013 shows just over half the students achieve at or above against National Standards in reading, writing and mathematics. Pacific students are progressing well in reading and writing. The achievement of many boys in reading and writing is an area requiring ongoing monitoring and programme review in order to raise achievement levels.

The school reports most students in Te Whānau o Te Kakano achieve manawa ora or manawa toa Ngā Whanaketanga Pānui, Tuhituhi and Pāngarau. Teachers have identified the need to raise achievement in Kōrero and have set an appropriate target to guide this.

Parents receive useful written reports about their children's progress and achievement. Teachers' feedback supports students' next learning steps and contains strategies for parents and whānau to extend learning at home.

3 Curriculum

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

The school’s curriculum promotes success for many students. In-depth review is required to investigate how the curriculum could better support those students who are not achieving well or making sufficient progress.

Māori medium teachers have recently developed in consultation with whānau Te Mārautanga ā Kura o Te Whānau o Te Kakano. It is firmly based on Te Marautanga o Aotearoa and provides teachers with clear guidance and expectations for teaching and learning. It reflects the school’s context, vision and values. A graduate profile incorporates the attitudes and skills important to the school community.

Teachers have developed useful teaching strategies to support students’ learning. ERO observed settled classes, clearly articulated expectations and purposefully engaged students. Positive, affirming relationships between students and with teachers are evident. Students talked about what they were learning and what they had to do to complete tasks. A next step is to continue to support students to have increased understanding about their learning and next steps.

Teacher aides work alongside students and teachers to support students learning, engagement, progress and achievement.

Senior leaders have identified, and ERO affirms, that it is timely to revise the overarching school curriculum document. Senior leaders and trustees should:

  • draw on the strengths of Te Marautanga ā Kura o Te Whānau o Te Kakano
  • ensure current schoolwide initiatives and expectations, such as teaching as inquiry and effective digital technology practices are reflected
  • incorporate Pacific language, culture and identity.

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

Māori students make up 71% of the school roll. Approximately 50% are a part of Te Whānau o Te Kakano.

There is strong leadership from the Māori medium teachers to support, promote and demonstrate Māori success as Māori. In Te Whānau o Te Kakano there are regular whānau hui, strong tuakana teina relationships and promotion of te ao Māori. The school has clear expectations about teacher use and reflection of te reo me ngā tikanga Māori. A next step is to develop systems and processes to share expertise across the school and to monitor the successful integration of school expectations.

4 Sustainable Performance

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

The school is building its capacity to sustain and improve its performance.

Senior leaders provide clear direction and guidance. Together with trustees, they have identified areas that require review or strengthening. These include strategic planning, self review and building on the outcomes of initiatives across the school. ERO’s external evaluation affirms this direction to improve outcomes for students.

The appraisal process encourages teachers to set goals aligned to school priorities and the Registered Teacher Criteria. A next step is to refine and strengthen this process to ensure schoolwide consistency. ERO’s evaluation identifies, and the school agrees, there is a need to align strategic goals, teaching and learning, appraisal and regular reporting of student progress and achievement. Such alignment will contribute to improved outcomes for students.

A SAF practitioner has been working with staff since Term 4, 2013. An action plan has been developed in consultation with teachers, trustees and a parent representative. The plan is at the early stages of implementation. It is helping to guide staff in developing capability in evaluative inquiry and monitoring students who are underachieving. A planned approach to strengthening these initiatives is underway.

The school values parent and whānau involvement in all areas of school life. They are well informed about what is going on at school and how their child is progressing. School leaders and trustees should continue to develop partnerships with whānau and strengthen their role in school decision making.

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

The school is building its capability for sustained improvement. Use of achievement information to make positive changes for learners is being strengthened. The curriculum promotes success for many. However, an in-depth review of the curriculum is required to investigate how the school can better support those students not achieving well or making insufficient progress.

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

Joyce Gebbie

National Manager Review Services

Central Region

22 October 2014

About the School

Location

Porirua

Ministry of Education profile number

3044

School type

Full Primary (Years 1 to 8)

School roll

113

Gender composition

Male 54%

Female 46%

Ethnic composition

Māori

NZ European/Pākehā

Pacific

71%

19%

10%

Special Features

Level 1 Immersion – Te Whānau o Te Kakano

Review team on site

September 2014

Date of this report

22 October 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2011

September 2008

August 2005