Tui Glen School

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Education institution number:
3051
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
175
Telephone:
Address:

126 Stokes Valley Road, Stokes Valley, Lower Hutt

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School Context

Tui Glen School in Stokes Valley is for students in Years 1 to 8. Of the 128 children enrolled approximately 61% are Māori, 16% are of Pacific heritage and 19% are Pākehā. A small number are English language learners. Since the May 2015 ERO report, the roll has steadily increased.

The school’s charter gives priority to strategic goals for raising student achievement. The values of manaakitanga, ngaiotanga, whakaute, whanaungatanga and kotahitanga support the focus on students’ learning and wellbeing, and their culture, language and identity.

The school’s target for improvement is: accelerated progress for those students whose current literacy levels are insufficient to be able to access the curriculum, to the standard appropriate for their year level.

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 the school target and supporting interventions

  • attendance, engagement and wellbeing.

The school has an experienced and stable leadership team. Longstanding trustees and a newly elected staff representative 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 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?

Raising student achievement is a clear priority of all staff. Recent in-school disparity for groups at risk is well known by trustees, leaders and teachers. This is appropriately addressed with a sense of urgency.

The school recognises that a significant number of children across the school, are not yet achieving at curriculum expectations. Data for 2017, indicated a small majority of children achieved well in reading and mathematics and less than half of all learners achieved in writing.

The most significant disparity is that for Māori and Pacific learners, who as a group, achieve well below Pākehā students in writing and mathematics. The achievement of boys is below girls in literacy.

Well considered interventions and external agencies are accessed appropriately to support these children.There are a number of students with complex and additional needs.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

There is clear evidence that the majority of target and priority students accelerate their learning. Well-considered individualised teaching responses and in-class intervention programmes successfully promote accelerated progress for many learners at risk.

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?

Well-considered provision for all students to access the curriculum and accelerate learning supports improvement in the equity of outcomes. Targets to raise the achievement of those students who are not succeeding at expected levels are appropriately set by trustees, leadership and teachers. A wide range of appropriate teacher strategies and staff practices effectively respond to most students’ needs. Good systems are in place for gathering, analysing, tracking and reporting achievement information of students.

Leaders and teachers quickly identify the needs of students, including those new to the school. High expectations for student success are highly evident through a strong focus on promoting wellbeing, valuing culture, language and identity, and accelerating learning. Trustees, leaders and staff work strategically and collaboratively to embed schoolwide systems, processes and practices to promote equity and excellence for all students. They are improvement-focused and committed to responding effectively to learners’ needs.

The school provides a caring and inclusive community of learning for all children. Positive, respectful and productive relationships, including tuakana teina, are highly evident. Senior students are provided with purposeful opportunities to grow their leadership capability and contribute meaningfully to the school’s vision.

The culturally responsive curriculum provides a wide range of opportunities for all students to learn and succeed. The principles of Te Tiriti o Waitangiunderpin the implementation of the school’s bicultural curriculum. Authentic contexts for learning about te ao Māori are highly evident within the school culture. Leaders, staff and students learn te reo me ngātikanga Māori in partnership with the neighbouring marae and their early learning service. The learning and teaching of te reo Māori is an identified ongoing focus. Numeracy, literacy and promotion of effective practices to accelerate learning are appropriately prioritised.

Māori learners confidently participate in all aspects of school life. Valued outcomes for Māori students are nurtured through rich partnerships with whānau Māori, local marae and community. Well-considered initiatives promote manaakitanga, whānaungatanga, ako and mahi tahi which positively affirm Māori children’s’ identity, language and culture.

Leaders promote coherent systems and processes. These are purposefully aligned to school priorities to build teachers’ capability and the school’s capacity to sustain and improve outcomes. Regular, collaborative opportunities for robust professional conversations effectively support learner success. Differentiated responses are provided through deliberate acts of teaching.

The board actively represents and serves the school and education community in its stewardship role. There is a shared understanding of responsibilities. Trustees receive informative reports which guide strategic resourcing for improved student outcomes.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Leaders are systematically enhancing existing processes that support learner acceleration and promote equity, to further strengthen school effectiveness and outcomes for learners.

Continuing to enhance educationally powerful connections and relationships is an ongoing focus for the school. Developing and nurturing meaningful partnerships with families and local early learning services to support effective transition into school has been prioritised. There is a deliberate focus on continuing to build productive partnerships with the local colleges to support students’ continuity of learning. The school actively seeks the perspectives and aspirations of parents and families of Pacific heritage to inform decision-making and strategic direction. Trustees and leaders have recognised the need to further improve their response to Pacific students through the curriculum.

Trustees, leaders and staff are highly reflective and self review is well-established. Leaders gather and analyse a wide range of information to inform decisions for change and examine what needs improvement. They know the impact of their teaching practices and learning interventions. Further exploring the use of internal evaluation to determine how well and to what extent these promote success for all groups of students is a next step.

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:

  • clear direction-setting that establishes challenging goals for student achievement and allows for close monitoring of progress

  • a culture of collaboration among trustees, leaders, staff, parents and whānau, that maintains high expectations for teaching and learning throughout the school

  • a culturally responsive curriculum, that responds to students’ needs, promotes their wellbeing and supports their learning and progress.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • internal evaluation processes and practices to better understand the impacts of programmes and initiatives on acceleration and achievement for learners at risk of not achieving

  • knowing the valued outcomes for children of Pacific heritage, as determined by their families, to better respond to this group of learners.

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

5 June 2018

About the school

Location

Lower Hutt

Ministry of Education profile number

3051

School type

Full Primary (Years 1-8)

School roll

128

Gender composition

Male 52%, Female 48%

Ethnic composition

Māori 61%

Pākehā19%

Pacific 16%

Other ethnic groups 4%

Provision of Māori medium education

No

Review team on site

April 2018

Date of this report

5 June 2018

Most recent ERO report(s)

Education Review May 2015

Education Review June 2012

Supplementary Review April 2009

1 Context

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

Tui Glen School, located in Stokes Valley, caters for Years 1 to 8 students. Since the June 2012 ERO report, a new principal has been appointed. Leading the school is a shared responsibility. She is joined in the senior leadership team by a deputy principal and two syndicate leaders. Developing school systems and processes that support ongoing improvement has been a focus of leaders’ work.

A high proportion of learners identify as Māori and Pacific. Working closely with contributing early childhood services and the local Māori and Samoan community has a positive impact on students’ engagement in schooling and promotes a positive platform for success.

Trustees and staff are focused on providing a modern teaching and learning environment and a curriculum that provides many opportunities for students to participate and celebrate success in a wide range of academic, sporting, cultural and leadership activities.

2 Learning

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

Student achievement information is used well for a range of purposes. Leaders provide trustees with timely analysed data that allows them to monitor the school’s progress toward priority goals and plan for ongoing improvement. Students’ progress toward the National Standards in reading, writing and mathematics is closely tracked. School data shows that most students achieve at the National Standard in reading and the need to improve teaching and learning in writing and mathematics.

Learners who require additional assistance to enjoy success are well catered for through adapted classroom practices and well considered interventions. Leaders’ evaluations of these initiatives show all students make steady progress and some make accelerated progress.

Reports to parents provide useful information about their child’s achievement in relation to the National Standards in reading, writing and mathematics. Midyear written reporting is accompanied by a conversation with whānau and aiaga. Parents receive relevant information on how they can assist learning at home.

The use of assessment data at the class level continues to strengthen. Teachers support students to know their next steps for learning to assist their development as self regulating learners.

3 Curriculum

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

Students’ holistic development is well supported through their engagement in the Tui Glen Curriculum. The mission statement, “Whakakotahi Ngā Tamariki-Where children come first”, is to the fore and guides decision making. The principles and key competencies in The New Zealand Curriculum align well with the school’s localised curriculum. Integrated units allow students to learn about the arts, social sciences and science through activities and experiences of high interest.

School goals include supporting and involving families, whānau and aiaga in the life of the school, and to help their children to learn. Initiatives include the reading together programme, parent tutoring and hui and fono that support families to understand how students learn. These educational partnerships with families enrich the school’s curriculum and support students’ progress.

Reflection of the cultures and languages of the students attending is included through school activities and programmes. Ongoing development of mathematics and literacy learning was recognised as a priority through school achievement data and reflects the community’s aspirations. Developing shared understandings for school practices to achieve consistent effective teaching is steadily improving.

The school’s values of Whanaungatanga, Manakitanga, Ngaiotanga, Whakaute are part of students' daily experiences. Leaders and teachers know students and their families well. Interactions are warm and reciprocal. Relationship-based teaching and relevant learning theory increasingly underpins practice.

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

The school has a solid foundation of practices that contributes positively to Māori learners’ academic progress and to their unique identity, language and culture. A plan to raise Māori achievement has been developed following whānau hui. Whānau and community members’ support for the inclusion of te ao Māori in the school is strong.

Māori learners have many opportunities to celebrate culture and use te reo Māori meaningfully as part of their daily experience. Many students are knowledgeable in te reo me ngā tikanga Māori. Teachers recognise this expertise and students support others in their developing confidence.

Leaders and teachers continue to build their knowledge and understandings of effective teaching practices for Māori learners. ERO affirms this initiative.

4 Sustainable Performance

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

Tui Glen School is well placed to sustain and improve its performance.

Board members bring a range of skills and valuable community links to their governance role. Trustees and leaders enjoy respectful relationships and work cooperatively to continually improve the quality of schooling for students in the Tui Glen community.

Clear expectations for professional practice are in place. They align well to the school’s strategic vision and goals. Leaders and teachers are reflective practitioners focused on their ongoing development. This is supported by regular observations of practice and a well-structured appraisal process. Staff strengths are acknowledged and teachers and leaders are well supported in their development.

Raising student achievement is a priority of school leaders’ work. Self review informs development. A wide range of information is collected about aspects of school operation, practices and curriculum. Leaders’ support for collaborative systematic inquiry into these positions the school well to evaluate its effectiveness and inform 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

Student engagement and participation are successfully promoted through the school curriculum. Strong community partnerships are evident. Most students achieve the National Standards in reading. Further improving student achievement in writing and mathematics is a priority for school leaders. Students’ cultures, languages and identities are strongly reflected. School leaders are strengthening practices to improve evaluation and further promote positive curriculum and achievement outcomes for all students.

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

Joyce Gebbie

Deputy Chief Review Officer Central

5 May 2015

About the School

Location

Lower Hutt

Ministry of Education profile number

3051

School type

Full Primary (Year 1 to 8)

School roll

102

Gender composition

Female 57%,

Male 43%

Ethnic composition

Māori 59%

Samoan 19%

Pākehā 13%

Cook Island Māori 3%

Fijian 3%

African 3%

Review team on site

March 2015

Date of this report

5 May 2015

Most recent ERO report(s)

Education Review June 2012

Supplementary Review April 2009

Supplementary Review March 2008