Tamaoho School

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context

Tamaoho School opened in 2021 and serves a growing population in Pukekohe. The school roll is culturally diverse and provides education for children in Years 1 to 6. The school’s vision is that children will learn through involvement in their learning. Leaders and the board work with the local iwi of Ngāti Tamaoho. 

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

• Achievement information for 2023 shows that the majority of learners achieve at expected curriculum levels in reading and mathematics; most learners make accelerated progress. Information shows disparity for Māori learners in reading and mathematics; programmes are in place to improve these outcomes.
• About half of all learners achieve at expected levels in writing; explicit teaching and structured literacy programmes are having a positive impact on lifting achievement.
• Students have a strong sense of belonging and confidently talk about their learning.
• Attendance data shows that the school meets national Ministry of Education’s regular attendance targets.

Conditions to support learner success

• Leadership promotes a culture of relational trust at all levels of the school, providing conditions for collaboration and good quality teaching.
• Research-informed evidence used by teachers, improves teaching and learning practices, to help learners engage and succeed. 
• School leaders, supported by the board, make good use of high-quality internal evaluation findings to resource learning programmes appropriately. 

• Teachers and students make good use of the school’s learning progressions to adapt teaching programmes to meet student needs.
• Teachers work collaboratively, using a wide range of evidence to improve their practice, and better support learner success. 
• Leaders collect feedback from staff, whānau, students and community networks to improve curriculum development and teaching and learning.

• The board uses evidence to make strategic decisions and strong internal review processes inform ongoing improvement focused on learners' progress and achievement.
• Leadership ensures effective planning, coordination and evaluation of the curriculum and teaching programmes to meet the needs of learners.
• Staff engage in professional learning closely aligned with the school’s improvement goals to improve their practice and support greater learner success.  
• Leaders and teachers value and support the diverse identities, languages, and cultures of learners and whānau.

Part B: Where to next?

The agreed next steps for the school are to continue to:

• closely monitor targets for those learners at risk of not achieving and for parity for Māori learners in literacy and mathematics 
• sustain cohesive systems to support effective teaching practice and learner success
• provide frequent opportunities for using te reo me ōna tikanga Māori in everyday practice
• have a clear system that allows learner voice to help shape and influence the overall school culture.

The agreed actions for the next improvement cycle and timeframes are as follows.

Every six months:

• continue to collect and analyse data to evaluate the impact of initiatives and programmes that enhance student progress and accelerate the achievement of those learners at risk of not achieving 
• continue to provide regular professional development opportunities to enhance the teaching and learning of writing and monitor impact on learner outcomes
• learners can confidently talk about what makes them a ‘good’ Tamaoho learner 
• ensure learners will have regular opportunities to contribute to decision-making that supports the school's strategic direction

Annually:

• continue to review and share processes and practice to ensure the sustainability of high-quality teaching 
• continue to evaluate the success of using te reo me ōna tikanga Māori in everyday practice
• continue to collaborate with whānau to reinforce and support learning partnerships at home.

Actions taken against these next steps are expected to:

• support all learners to make accelerated progress in writing and reduce disparity for Māori learners
• ensure that effective teaching and learning practices, and internal evaluation is sustained as the school continues to grow
• support parents to have a greater understanding of their role in helping their child’s learning.

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

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki 
Let’s continue to work together for the greater good of all children

Shelley Booysen
Director of Schools

12 August 2024

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

Board Assurance with Regulatory and Legislative Requirements Report ​2023​ to ​2026​

As of ​December 2023​, the ​Tamaoho 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 ​Tamaoho 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​ 

​​12 August 2024​   

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