Tai Tapu School

Tai Tapu School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 10 months of the Education Review Office and Tai Tapu School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Tai Tapu School is a full primary school, located in Canterbury’s Selwyn District. It provides education for learners in years 1 to 8. The school’s vision is ‘making a difference to self, others, and environment’ and its values are manaaki | respect, māia | courage, tipu | growth, and hononga | connection. A new principal has led the school since October 2019.

Tai Tapu School’s strategic priorities for improving outcomes for learners are:

  • a high-quality local curriculum which promotes equity, ownership, and high aspirations for all

  • that its plan is wrapped with the cloak of hauora | wellbeing for all and mana ōrite | all actions must provide equal value to all learners.

You can find a copy of the school’s strategic and annual plan on Tai Tapu School’s website.

ERO and the school are working together to evaluate the impact of its refreshed curriculum on ākonga engagement and achievement outcomes.

The rationale for selecting this evaluation is the school:

  • has identified that Mātauranga Māori could be better incorporated across the curriculum

  • is focused on growing agency so that students can demonstrate ownership, control, and responsibility for themselves and their learning.

The school expects to see:

  • Mātauranga Māori incorporated across the curriculum relevant to its context, iwi, and whānau

  • students confidently demonstrating ownership, control, and responsibility for themselves and their learning.

Strengths

The school can draw from the following strengths to support its goal to evaluate the impact of its refreshed curriculum on ākonga engagement and achievement outcomes:

  • the school’s curriculum and student achievement plan provide evidence-based approaches which monitor student progress, achievement and inform learning programmes

  • collaboration between teachers led to the development of an agreed definition of student agency in this school

  • consultation with students, staff, Board, and community formed the school’s vision and values which underpin learning, culture, community partnerships, and review.

Where to next?

Moving forward, the school will prioritise:

  • further consultation with whānau Māori and tangata whenua to inform curriculum relevance and planning

  • growing agency so students have ownership, control, and take responsibility for themselves and their learning

  • strengthening internal evaluation to measure the impact of changes across academic learning, school culture, people, tools and resources, teaching, and leadership.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

30 October 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Tai Tapu School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of June 2023, the Tai Tapu School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Tai Tapu School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

30 October 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Tai Tapu School - 16/06/2020

School Context

Tai Tapu is a semi-rural school for students in Years 1 to 8 in the Tai Tapu township near Christchurch. The current roll is 220 students, approximately 5% of whom identify as Māori.

The school’s vision is ‘Opening minds to create the future’. Valued learning includes concepts of resilience, caring, contributing, learning and working together. Four strategic goals inform school direction: Ako (learning), Hauora (wellbeing), Kotahitanga (community partnerships) and Whakapapa (language, culture and identity).

The 2020 achievement targets relate to writing and transitions between year levels within the school and on to high school.

Since the 2017 ERO evaluation, the school has undergone significant change. In November 2018, a Limited Statutory Manager (LSM) was appointed in relation to employment and advisory support for communication. This work was completed in January 2020, with the LSM retained in an advisory capacity for the board of trustees and the recently-appointed principal.

During the period 2018 to 2019 there were three changes in principal. An interim principal supported the school during term three 2019. A permanent principal was appointed in term four 2019. The new principal has restructured the senior leadership team, developed a new leadership model and defined teacher roles and responsibilities.

A new board chair was elected in mid-2019, and several new trustees joined the board at this time.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • reading, writing and mathematics.

The school is a member of the Ngā Mātāpuna o Ngā Pakihi Kāhui Ako | Community of Learning.

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?

The school is working towards achieving equity and excellence for all its students.

End of year data for 2019 shows that:

  • most Māori students achieve at or above curriculum expectations in reading, writing and mathematics

  • most students achieve at or above curriculum expectations in reading

  • the large majority of students achieve at or above curriculum expectations in writing and mathematics

  • Year 7 and 8 students achieve less well, overall, in reading, writing and mathematics than other cohorts, with boys contributing significantly to this disparity.

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

ERO is unable to make a valid judgement about how well the school is accelerating learning for those students who need this.

There was no reliable, analysed, schoolwide achievement information available at the time of the review. The newly-appointed principal recognised the work of teachers in monitoring and tracking the progress of individual students, at a classroom level, during a period of considerable challenge for the school.

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?

The principal and board are working collaboratively and consultatively to effectively implement the school’s vision and strategic plans for improvement. They are focused on building relational trust within the leadership team, between the leadership team and staff, and with the parent community. There is a sense of optimism amongst the board, senior leaders and staff. During this period of significant change and planned improvement for 2020, the principal and the board are very aware of the need to meet their wellbeing obligations as a good employer.

The principal, in collaboration with the new senior leadership team, is developing effective systems and processes to promote a positive teaching and learning environment. Available data is analysed to inform decision making and identify aspects of curriculum and school systems that need development. A recently-established three tier system identifies appropriate teacher responses to students’ needs. Tracking systems are now in place for regular monitoring of students whose learning needs accelerating. There is a sense of urgency to act in the best interests of students.

Teacher professional learning and development is targeted, aligned with the strategic plan and focused on raising student achievement. Teachers are clear about their roles and responsibilities. The principal has acknowledged individual teacher strengths within allocated responsibilities. The emphasis is on accountability for high quality, consistent teaching practice across the school to promote continuity of learning for students.

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

It is timely for school leaders and the board to build their evaluative capability to know which of the recently-introduced systems, practices and innovations are the most effective in achieving equity, excellence and acceleration of learning.

School leaders need to strengthen knowledge and understanding of effective internal evaluation and inquiry for improvement. They need to consistently use a shared framework for internal evaluation at all levels of the school to better understand and communicate the effectiveness of:

  • the accelerated learning and achievement picture for Years 4 to 8

  • curriculum approaches, such as play-based learning for students in the junior school

  • programmes and interventions for students needing additional support or extension

  • the documented curriculum, including the localised curriculum and incorporation of bicultural elements within learning areas

  • progress towards current strategic goals and identified outcomes for school improvement.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Tai Tapu School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a positive and collaborative relationship between the board and principal focused on improvement
  • clearly articulated and consultatively developed school priorities for teaching, learning and wellbeing.

Next steps

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

  • developing an understanding of effective internal evaluation and inquiry at all levels of the school, including the board
  • applying internal evaluation to identify changes in processes and practices which are most effective in promoting equity, excellence and accelerating learning.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

16 June 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Tai Tapu School - 30/08/2017

Summary

Tai Tapu School roll at the time of this review was 269.

The majority of children have continued to achieve well and there has been an increase in those achieving above National Standards.

Since the last review the school has undergone well managed and well-communicated change with the development of its new learning spaces. This has resulted in some considerable shifts in practice. Teachers operate in collaborative teams and children have considerable input into their own learning.

The charter has been reviewed and aligns with learner outcomes, values, school goals, documents and practices. The gifted and talented programme has been adapted and embedded.

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

The school is achieving equitable outcomes for most children. Sound systems and practices operate to identify learners at risk of not achieving. Interventions and programmes are personalised and monitored for Māori children and other children whose learning and achievement need acceleration.

A comprehensive, data-driven wellbeing programme with clear school-wide targets and strategies is in place to improve equity for children.

A strong culture of collaboration and teamwork supports programme planning, assessment and tracking of all learners. Teachers have developed some good internal evaluation practices to enable them to identify areas for further improvement. Teachers make good use of specific professional development to promote equity and excellence.

The school has identified areas of disparity in achievement against the National Standards between girls and boys and for some Māori. Leaders have also recognised that while children achieving at and above National Standards have shown increased achievement, those performing below have shown little improvement. The school has implemented programmes and strategies to promote the learning and progress of these children.

Equity and excellence

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

Most children, including Māori, regularly achieve at or above National Standards in reading, writing and mathematics.

Children’s learning in mathematics has been significantly accelerated. The school has achieved improvements in the number of children moving from, at to above, in National Standards for reading and writing. Overall, girls’ achievement is higher than boys.

The school has recognised the need to improve the achievement of children below the National Standards. Writing is a major focus across all levels. A consistent approach to accelerating children’s reading progress is necessary.

Targeted learning support is provided for children who need additional assistance and the school has good examples of children making progress.

Collaborative teaching practices enable differentiated learning that is tailored to children’s needs and abilities. Teachers:

  • know the children well and tailor programmes to individuals
  • involve children in planning and evaluating their own learning
  • have a range of processes to ensure parents are engaged with their children’s learning
  • have regular teaching team discussions about children’s learning and progress.

The strongly collaborative nature of teaching and learning and effective systems have helped to strengthen assessment and moderation processes. Leaders and teachers are yet to carry out moderation with other schools.

The board supports the provision of additional learning support and receives regular reports on children’s progress and achievement.

School conditions supporting equity and excellence

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

Tai Tapu School has a highly collaborative environment where children, parents and teachers work together to design programmes around children’s interests, abilities and needs. The school has a clearly articulated vision and embedded learner outcomes that are effectively reflected in school culture, documentation and practices. A comprehensive and explicit curriculum document clearly incorporates:

  • high expectations for learners
  • a commitment to improving outcomes for all children and responding to their needs
  • strategies for best teaching practice
  • direct links to key competencies and learner outcomes
  • bicultural perspectives and local content
  • a research based, cohesive wellbeing programme.

The teaching practices, environment and resources support children in their learning. The school carefully planned the transition to its new learning environment. Teachers have responded positively to the opportunities for different approaches to teaching and learning that this environment provides. A thorough parent education programme enabled parents to be involved in the transition process.

Equity and excellence are supported by all children being able to:

  • work alone or collaboratively
  • celebrate their strengths and achievements
  • build on areas of development in a way that is targeted to them
  • make choices about their learning
  • use technology to support their learning
  • access specialist programmes and support.

Children are focussed, engaged and settled. Relationships are respectful, and older children working with and supporting younger children (tuakana teina) is evident.

The school is well led and governed. Effective leadership has resulted in clear achievement-based targets, the alignment of strategic directions and practices, well-considered change management and a developing model of distributed leadership to further build capacity. Trustees are well informed and committed and have procedures in place to support sustainability. They are yet to carry out a board review.

The school uses internal evaluation to review its practices and to inform decision making. Wide and regular consultation is carried out with its community.

The school has established a relationship with the local marae and has sought appropriate advice in the planning of its environment. Bicultural practices are evident in school activities and in the classroom. This continues to be an area in which the school seeks deeper understanding to inform its practices and decisions.

Sustainable development for equity and excellence

The school has some sound processes to achieve equity and excellence.

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

Leaders and teachers need to:

  • strengthen and evaluate programmes and strategies to better accelerate the learning of students working below National Standards in reading and writing

  • evaluate how effective classroom and specialist support programmes are in achieving equitable outcomes for any children who are underachieving.

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.

Agreed next steps are to:

  • continue to develop a planned, evaluative approach to all practices and programmes

  • further clarify and embed bicultural understandings and practices.

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

Dr Lesley Patterson

Deputy Chief Review Officer

Southern/Te Waipounamu

30 August 2017

About the school 

Location

Canterbury

Ministry of Education profile number

3549

School type

Full Primary

School roll

269

Gender composition

Male 55% : Female 45%

Ethnic composition

Māori 4%

Pākehā 94%

Other 2%

Provision of Māori medium education

No

Review team on site

May 2017

Date of this report

30 August 2017

Most recent ERO reports

Education Review June 2012

Education Review June 2009

 

Education Review February 2006