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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration and certification
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processes for appointing staff
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stand down, suspension, expulsion and exclusion of students
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attendance
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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
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Location
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Porirua
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Ministry of Education profile number
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3044
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School type
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Full Primary (Years 1 to 8)
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School roll
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112
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Gender composition
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Female 52%, Male 48%
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Ethnic composition
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Māori 64%
Pākehā 19%
Pacific 8%
Other ethnic groups 9%
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Provision of Māori medium education
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Yes
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Number of Māori medium classes
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Two
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Total number of students in Māori language in English medium (MLE)
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42
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Number of students in Level 1 MME
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42
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Review team on site
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May 2017
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Date of this report
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25 July 2017
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Most recent ERO report(s)
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Education Review October 2014
Education Review August 2011
Education Review September 2008
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