East Taieri School

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Education institution number:
3733
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
293
Telephone:
Address:

11 Cemetery Road, East Taieri, Mosgiel

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School Context

East Taieri School has 306 Years 1 to 6 students. The school is in Mosgiel, near Dunedin. Since the last ERO review in 2014, new trustees have been elected to the board, and a new junior dean has been appointed.

The school’s vision is to ‘empower, inspire and care as we learn and grow together.’ The vision is underpinned by the school’s:

  • values of ‘kindness, respect, responsibility, resilience, and personal best’

  • ‘learner qualities’ that support students to become ‘thinkers, self-managers, communicators, collaborative and resilient’.

The school’s strategic goals are to continue to develop learner agency across the school, strengthen the collaborative-teaching model and to implement the digital curriculum.

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

  • engagement and wellbeing for success

  • achievement in reading, writing and mathematics

  • progress and achievement in relation to school targets in reading, writing and mathematics, and intervention programmes

  • student engagement and achievement in learning areas across the breadth of the New Zealand Curriculum

  • whole-school improvement trends

  • how well students with additional learning needs are progressing.

Since the last ERO review, the school has developed school-wide changes and approaches to teaching and learning with a focus on collaborative teaching and students taking greater responsibility for their 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 highly effective in achieving positive outcomes for its children.

Over the past four years achievement reports show that:

  • most students are achieving at or above school curriculum expectations in mathematics and reading

  • the majority of students are achieving at or above school curriculum expectations in writing

  • Māori students have high achievement in reading, writing and mathematics.

Levels of achievement have been well maintained over the past four years. Children with additional needs participate in learning opportunities that provide appropriate support and challenge in a caring environment. They are very well supported through a collaborative approach that includes input from parents, whānau and internal and external experts. The school can consistently show that greater proportions of all students achieve at or above national expectations by the end of Year 6.

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

The school is very effective in its response to those students whose learning and achievement need acceleration.

The school’s learning information shows that most target students have made accelerated progress in their learning.

Strong emphasis is placed on professional learning to support teaching practices that will help students whose learning needs accelerating. Leaders and teachers develop well-considered individualised plans and programmes to address the specific needs of students. They regularly evaluate the effectiveness of these approaches, and monitor the sufficiency of students’ engagement and progress.

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 school’s processes are highly effective in enabling the achievement of equity and excellence.

The board of trustees provides high quality stewardship of the school. The board, leaders and teachers regularly analyse student achievement data and make informed decisions based on this information. These decisions support leaders and teachers to continue to provide high quality, effective practices that are centred on all studentswellbeing and success. The board of trustees provides extra resourcing to ensure all students have equitable access to the curriculum.

There is strong professional leadership across the school. Leaders have created a high trust, caring culture that enables innovation and improvement. There is a strategic focus on building leadership capability across the school. provide cohesive school-wide systems and processes that support consistency in practices for teachers and students. Teachers are well supported by deep and focused professional School leadersdevelopment that is clearly aligned with school priorities.

There is a strong focus on continuous improvement at all levels of the school. Leaders and teachers undertake ongoing evidence-based inquiries that focus on raising student engagement, progress and achievement. In-depth internal evaluations of teaching and learning approaches have resulted in very effective collaboration between teachers, and students having increased ownership of their learning. These developments are leading to highly effective and adaptive teaching practices that have positive learning outcomes for students. Students are well supported in their learning by highly skilled teacher aides who are an integral part of the collaborative teaching model.

The school’s curriculum is highly effective in empowering learning and promoting students’ belief in themselves as successful learners. Students learn in a caring and inclusive environment where they contribute to the organisation and design of their learning programmes. They are provided with an extensive range of rich opportunities to participate in a broad, localised curriculum, with real-life experiences. The school demonstrates a strong commitment to implementing bicultural learning experiences. Māori students are very well supported to achieve success as Māori in an environment where their culture is valued.

The school’s values, use of key competencies and learner qualities are well understood and enacted by students, teachers and leaders. The consistent approach to delivering the curriculum focuses on helping students learn how to learn, developing their social and emotional competencies, and self-management skills. Students benefit from individualised learning pathways that cater to their needs, strengths and interests. The school values reciprocal learning opportunities with parents, whānau and the wider community. They make sure students are well supported as they transition into and through the school, and on to further education.

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

To further support equity and excellence, leaders and teachers should sustain and build on existing good practices, including:

  • continuing to strengthen and align practices that promote student ownership of learning

  • enhancing the current inquiry-learning model to further empower students to explore a broad curriculum.

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:

  • leadership and teaching practices that empower learners to take ownership of their learning

  • an inclusive school culture with a caring environment

  • strong professional leadership

  • having a well-established culture of collaboration, among leaders, teachers, parents and students, that maintains high expectations for teaching and learning across the school.

Next steps

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

  • the alignment of key competencies and the school’s learning-to-learn capabilities

  • further deepening of the inquiry-learning model.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

2 August 2018

About the school

Location

Mosgiel

Ministry of Education profile number

3733

School type

Primary (Years 1 to 6)

School roll

306

Gender composition

Boys 52%

Girls 48%

Ethnic composition

Māori 10%

Pākehā 80%

Pacific 2%

Other ethnicities 8%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

June 2018

Date of this report

2 August 2018

Most recent ERO reports

Education Review June 2014

Education Review June 2011

In May 2019 ERO publisihed an Exemplar reiview.

Please read it here Exemplar Review - East Taieri School - Writing - May 2019

Findings

Students experience a broad and rich range of learning experiences. ERO observed examples of high quality teaching across the school. Teachers make effective use of local expertise and the community to enrich learning for their students. Students have multiple opportunities for leadership. The school is very well managed and governed.

ERO is likely to carry out the next review in four-to-five years.

1 Context

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

East Taieri School is situated in Mosgiel and provides education for students in Years 0 to 6. The students learn and play in spacious and mature grounds that promote physical challenge and imaginative play.

The school values are strongly evident in practice and promote a ‘positive and calm vibe’ across the school. Students are caring and respectful of each other and of adults.

Students benefit from an inclusive and supportive culture where their abilities and interests are valued. The board and teachers are highly committed to meeting the individual needs of all students. Students feel their views and opinions are responded to and lead to improvement.

The experienced principal and syndicate deans are leading and managing the school well. The well-established syndicate teams contribute to the collegial atmosphere that exists amongst staff. Teachers willingly share ideas with each other for the benefit of all students.

Parents have high expectations of the school and high aspirations for their children. There is extensive community interest and support for the school. The school has close links with the neighbouring preschool, with students often visiting to share their learning.

The school has systematically addressed the recommendations in the 2011 ERO report.

2 Learning

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

The school makes effective use of achievement information to support students’ learning. Students are knowledgeable about their own learning and what they need to do next. They understand and accept that their peers learn at different rates and in different ways. Students have multiple opportunities to peer and self assess their own learning. Students appreciate the variety of approaches teachers use to help them learn. The well-trained and skilful teacher aides play a vital part in supporting students’ progress and achievement and creating the ‘vibe for learning’.

Teachers analyse achievement information to confirm strengths, identify students who need extension or support, and set goals for the next steps in students’ learning. This analysis confirms that most students are achieving at or above National Standards in reading, writing and mathematics. The school is implementing programmes to address the slightly lower levels of achievement in writing. Teachers also use the information to inform their decisions about the effectiveness of their programmes and teaching.

School leaders and teachers closely monitor targeted groups of students, for example at syndicate meetings, and work together to identify what needs to happen next. Students benefit from the cohesion within syndicates and across syndicates, as students move through the school. The school system for electronic data management has been skilfully tailored to assist teachers and better meet school needs for tracking and reporting on individuals and groups of students. The quality of student achievement information ensures that interventions to support or extend learning are based on achievement data, teacher observations and judgements.

Trustees receive comprehensive reports about student achievement. These reports help trustees affirm the focus on student achievement and make decisions about how they can support teachers in designing programmes to meet the needs of all students. In reporting student achievement, further consideration could be given as to how progress or ‘added value’ might be shown. Reports could include information about students’ attitudes towards school and learning, engagement in learning and demonstrating school values.

3 Curriculum

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

Students experience a broad and rich range of learning experiences. They have choice in what they learn in and out of the classroom. Many of their learning experiences are delivered by teachers and adults with expertise or high interest in that area.

ERO observed examples of high quality teaching practices across the school. Students have a clear understanding of what constitutes high quality work from the many models presented and shared. The timely pace of lessons, cooperative activities, and individual opportunities to talk about the learning, contribute to high levels of focus, engagement and enthusiasm within the classroom.

Teachers are reflecting well on their own learning and next steps in teaching. They draw on a range of learning information to reliably inform them about what they might do next to improve.

The curriculum across all syndicates is well managed. Within syndicates, teachers communicate well, there is consistency in delivery and assessment of learning, and clear links to school-wide goals and priorities.

Students develop useful skills to support their learning. They have multiple opportunities for leadership and for expressing their opinions about their learning.

The school provides many ways for students to learn about and develop a value for Māori language and culture, in and outside the classroom. This includes, a kapahaka group, whānau hui and visits to local marae. Teachers are being encouraged to develop competency in using te reo and tikanga Māori.

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

The school has useful systems in place for managing and improving the achievement of Māori students. The achievement of Māori students across the school is closely monitored. This includes effective targeting of support to improve achievement in writing. Reviews need to focus more on the effectiveness of programmes and interventions. They also need to show more clearly the progress made in achievement.

The school clearly exhibits its high valuing of Māori language, culture and identity. Māori students are confident and self assured about themselves as learners and as valued members of their school.

The school draws on expertise from its local community to help enrich learning for students. The opinions of the parents and whānau of Māori students are valued and regularly sought. A next step for the school is to more clearly report to its community on how well its many initiatives are helping improve Māori achievement.

4 Sustainable Performance

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

The school is very well placed to continue to improve its performance. There is strong and effective management and governance. The board and school leaders place a strong priority on raising student achievement. Trustees are knowledgeable and provide support where needed.

The principal places a strong emphasis on growing leadership amongst the staff. She makes effective use of the strengths and interests of syndicate deans. Deans provide strong leadership for teachers within their syndicates.

Self review processes are well established. Reviews are undertaken regularly. Reports are informative and identify next steps. The board acknowledges that the reports are sometimes too descriptive and need to be more evaluative.

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

Students experience a broad and rich range of learning experiences. ERO observed examples of high quality teaching across the school. Teachers make effective use of local expertise and the community to enrich learning for their students. Students have multiple opportunities for leadership. The school is very well managed and governed.

ERO is likely to carry out the next review in four-to-five years.

Graham Randell

National Manager Review Services Southern Region

19 June 2014

About the School

Location

Mosgiel

Ministry of Education profile number

3733

School type

Contributing (Years 1 to 6)

School roll

280

Gender composition

Boys: 52% Girls: 48%

Ethnic composition

NZ European/Pākehā

Māori

Other

90%

7%

3%

Review team on site

May 2014

Date of this report

19 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2011

April 2008

May 2005