Tairua School 07/02/2010

Tairua School Education Review

About The School 1

The Education Review Office (ero) Evaluation 2

The Focus Of The Review 4

Areas Of National Interest 8

Board Assurance On Compliance Areas 10

Recommendation 11

Future Action 12

Community Page 12

Disclaimer

Individual ERO school and early childhood centre reports are public information and may be
copied or sent electronically. However, the Education Review Office can guarantee only the
authenticity of original documents which have been obtained in hard copy directly from either
the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone
book, or see the ERO web page, http://www.ero.govt.nz, for ERO office addresses.

This report has been prepared in accordance with standard procedures approved by the Chief
Review Officer.

About The School

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About The School

Location Tairua, Coromandel

Ministry of Education profile 1975

number

School type Full Primary (Years 1 to 8)

Decile rating[1] 7

Teaching staff: 5.2

Roll generated entitlement 0.36
Other 4
Number of teachers

School roll 95

Gender composition Boys 52

Girls 43

Ethnic composition New Zealand European/Pākehā 71,

New Zealand Māori 21, Samoan 2, Other 1

Review team on site November 2009

Date of this report 08 February 2010

Previous ERO reports Education Review April 2007

Education Review June 2004
Accountability Review February 2001
Accountability Review July 1998
Discretionary Review January 1995
Assurance Audit September 1995

The Education Review Office (ero) Evaluation

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The Education Review Office (ero) Evaluation

Tairua School is located in the township of Tairua, in the Coromandel Peninsula and caters
for students in Years 1 to 8. At the time of this review in November 2009 it had a roll of 95
students, 21 of whom identify as Māori.

The board of trustees works effectively with the recently appointed principal to provide clear
direction for the school. The principal is providing well informed and enthusiastic professional
leadership and is focused on establishing positive relationships with the school community.

Students learn in attractively presented and stimulating environments. Classroom

environments strongly reflect the school's focus on literacy, numeracy and information and
communication technologies (ICT). A feature of the school is the use of the wider community
including the harbour and beaches to enrich contexts for learning. These environments
contribute to student enjoyment of learning.

The school demonstrates a strong commitment to students' learning and development.

Students have many additional learning opportunities in areas such as sport, surfing
academy, a water wise programme involving kayaking and sailing, and visual and performing
arts. There is a strong emphasis on the care and conservation of the local environment.

Teachers work well together as a team and regularly share ideas about students and their
learning. Interactions between teachers and students are underpinned by positive and
mutually respectful relationships, which in conjunction with effective classroom practice,
contributes to success for students. The next steps for the school are to continue to focus on
teaching strategies that support student learning and the involvement of parents in their
children's education.

Overall student achievement indicates that most students in Years 3 to 8 are achieving at or
above age-related national expectations in reading comprehension, writing and numeracy.
Comparison with data gathered in February 2009 shows that, overall, students have made
progress during the year in these areas. Achievement targets set by the school have been
met in most areas. This progress has been more significant in writing and slightly less in
numeracy. The data also shows that Māori students are achieving at levels comparable to
other students.

Future Action

ERO is confident that the board of trustees can govern the school in the interest of the
students and the Crown and bring about the improvements outlined in this report. ERO is

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likely to carry out the next review in three years.

The Focus Of The Review

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The Focus Of The Review

Student Achievement Overall

ERO's education reviews focus on student achievement. What follows is a statement about
what the school knows about student achievement overall.

In February 2009, standardised assessment tools were used to gather and analyse
information about student achievement in aspects of literacy and numeracy and set
achievement targets. These assessments were repeated again in November 2009.

In Years 1 and 2 analysis of reading running records completed in November show that a
significant majority of students achieve at or above their chronological age. Assessment in
relation to national exemplars, show students in Years 1 to 3 in writing achieve at and above
their age level.

Information gathered in November indicates that most students in Years 3 to 8 are achieving
at or above age-related national expectations in reading comprehension, writing and
numeracy. Comparison with data gathered in February shows that, overall, students have
made good progress during the year in these areas. This progress has been more significant
in writing and slightly less in numeracy. Achievement targets set by the school have been met
in most areas. The data also shows that Māori students are achieving at levels comparable to
other students.

The school offers a wide range of opportunities for students in academic, Education Outside
the Classroom (EOTC), sporting and cultural activities.

School Specific Priorities

Before the review, the board of Tairua School was invited to consider its priorities for review
using guidelines and resources provided by ERO. ERO also used documentation provided by
the school to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the
ERO review team and the board of trustees. This discussion focused on existing information
held by the school (including student achievement and selfreview information) and the extent
to which potential issues for review contributed to the achievement of the students at Tairua
School.

ERO and the board have agreed on the following focus area for the review:

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· the influence of professional development and school initiatives on raising student

achievement.

ERO's findings in this area are set out below.

The Influence of Professional Development and School Initiatives on Raising Student

Achievement

Background
Since the previous Education Review in 2007, the school has been involved in a number of
professional development initiatives across a wide range of curriculum areas. These
programmes include information and communication technologies (ICT), literacy
development, and Project Energise. Teachers have undertaken reviews of these programmes
and how they have raised student achievement across the school. This focus area evaluates
how professional development and school-wide systems and practices support teaching and
learning and the impact of these on student achievement.

Student progress and achievement

The statement about student achievement overall outlined above also applies in this area.

Areas of good performance

Board of trustees: The board works effectively with the principal to provide clear direction for
the school and is focused on raising student achievement. Trustees are receiving detailed
information about student achievement and using this to set targets for further improvement.
Achievement data is also used to inform ongoing self review and to guide decision making
about resourcing and professional development. Clear strategic direction is contributing to a
shared vision for school improvement and raising student achievement.

Leadership: The recently appointed principal is providing well-informed and enthusiastic

professional leadership for the school. In a short period of time he has established positive
relationships with the school community. He is reviewing and developing effective systems
and procedures for school operations including the collation, analysis and interpretation of
achievement data to inform decision making. Effective leadership is promoting a strong sense
of common purpose and focus on improving learning outcomes for students.

Professional development: The school is committed to professional development as a means

of improving the quality of teaching and learning. Teachers have been involved in
whole-school professional development in areas such as ICT, literacy and health and physical
education. They work well together as a team and engage in regular sharing of ideas and

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their practice. Professional development is supporting teachers to improve their knowledge

and skill and the programmes they provide.

Parent partnership: The principal and staff enjoy positive relationships with the parent
community who are actively involved in the life of the school. A hard working Parents and
Friends Association (PFA) helps provide opportunities for students and has a major role in
fundraising to provide additional resources for the school. In addition, parents have many
opportunities to be informed and consulted about aspects of the school. Parents spoken to
expressed appreciation of the school's open door approach and responsiveness to
themselves and their children.

Opportunities for students: The school demonstrates a strong commitment to students' holistic
learning and development. Students have access to a range of additional learning
opportunities such as sports, a surfing academy, a water wise programme involving kayaking
and sailing, and visual and performing arts. There is a strong emphasis on the care and
conservation of the local environment. Opportunities are also available to develop leadership
in the school. These experiences enrich learning and help to engage and motivate students in
the school.

Learning environments: Students learn in high quality, attractively presented and stimulating
environments. Classroom environments strongly reflect the school's focus on literacy,
numeracy and ICT. A feature of the school is the use of the wider community environment
including the harbour and beaches which enrich contexts for learning. These environments
contribute to student enjoyment of learning.

Classroom practice: ERO observed teachers using a range of appropriate strategies to

engage students in learning. These include the use of ICT, formative assessment practices,
inquiry learning approaches and the integration of curriculum areas. Interactions between
teachers and students are underpinned by positive and mutually respectful relationships.
Effective classroom practice is helping to raise student achievement.

Support programmes: The school is committed to providing additional programmes for

students with identified learning needs. The board actively funds programmes for literacy and
numeracy support and for extension in literacy, numeracy and art. Students involved in these
programmes are well supported in their learning.

Areas for improvement

Teaching strategies: An important next step for teachers is to strengthen the consistency and
range of strategies that extend students' learning. This should include using achievement data

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more precisely to identify strategies to meet the specific learning needs of individuals and
groups of students. Attention to this is likely to lead to more focused and deliberate acts of
teaching and assist students to understand what they need to do to succeed in their learning.

Parent education: Consideration should be given to assisting parents to further understand

current approaches to student learning. This could include a better understanding of
achievement information, methods of teaching and implications of the Tairua curriculum
document. Attention to parent education in these areas is likely to further strengthen the
partnership between the school and parents, and support student learning.

Areas Of National Interest

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Areas Of National Interest

Overview

ERO provides information about the education system as a whole to Government to be used
as the basis for long-term and systemic educational improvement. ERO also provides
information about the education sector for schools, parents and the community through its
national reports.

To do this ERO decides on topics and investigates them for a specific period in all applicable
schools nationally.

During the review of Tairua School ERO investigated and reported on the following areas of
national interest. The findings are included in this report so that information about the school
is transparent and widely available.

Success for Māori Students: Progress

In this review, ERO evaluated the extent to which the school was familiar with the Māori
Education Strategy - Ka Hikitia: Managing for Success and progress made since the last
review in promoting success at school for Māori students.

The school reports it has taken Ka Hikitia into account when revising planning documents for
this year.

Area of progress
Progress for Māori: Since the last review the school has demonstrated its commitment to
strengthening the presence and success of its Māori students. The reviewed charter is
underpinned by principles that reflect values of Māori.

Initiatives and developments include:

· collation and analysis of Māori student achievement;

· a cultural arts programme;

· leadership roles for students; and

· whānau hui and consultation with Māori families.

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Success for Māori students is celebrated and valued. The school acknowledges Māori as
tangata whenua.

Preparing to Give Effect to the New Zealand Curriculum

Schools are currently working towards implementing The New Zealand Curriculum by
February 2010. During this review ERO investigated the progress Tairua School is making
towards giving full effect to the curriculum as part of its planning, organisation and teaching
practice.

ERO found that school leaders and teachers at Tairua School are making good progress
towards giving effect to The New Zealand Curriculum in their planning, organisation and
teaching.

Including Students with High Needs

During this review ERO investigated the extent to which the board and school leaders of
Tairua School provide an inclusive education for students with high needs. This included
collecting evidence about the school's policies, processes and practices to support the
enrolment and induction of students with high needs and to support their participation and
achievement at school. The information collected during this review will contribute to
information that will be reported in a national education evaluation report.

Prior to a review, a board of trustees and principal attest in the Board Assurance Statement
that they have taken all reasonable steps to meet their legal requirements including those
detailed in Ministry of Education circulars and other documents.

The board of Tairua School was asked to attest to whether it had 'ensured that teachers of
students with disabilities, and other contact staff, have a sound understanding of the learning
needs of students with disabilities and, where necessary, have put in place support systems
centred on each individual with disabilities.' The board was also asked to attest that 'policies
and procedures that relate to students who have special education needs are implemented
without discrimination'.

ERO's findings confirm these attestations.

Board Assurance On Compliance Areas

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Board Assurance On Compliance Areas

Overview

Before the review, the board of trustees and principal of Tairua School completed an ERO
Board Assurance Statement and Self-Audit Checklist. 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; and

· asset management.

During the review, ERO checked the following items because they have a potentially high
impact on students' achievement:

· emotional safety of students (including prevention of bullying and sexual harassment);

· physical safety of students;

· teacher registration;

· stand-downs, suspensions, expulsions and exclusions; and

· attendance.

Compliance

ERO's investigations did not identify any areas of concern.

Recommendation
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Recommendation

ERO and the board of trustees have developed the following recommendation:

6.1 that the principal and teachers continue to access professional development in formative
teaching practice.

Future Action

ERO is confident that the board of trustees can govern the school in the interest of the
students and the Crown and bring about the improvements outlined in this report. ERO is
likely to carry out the next review in three years.

Dr Graham Stoop

Chief Review Officer

8 February 2010

8 February 2010

To the Parents and Community of Tairua School

These are the findings of the Education Review Office's latest report on Tairua School.

Community Page
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Community Page

Tairua School is located in the township of Tairua, in the Coromandel Peninsula and caters
for students in Years 1 to 8. At the time of this review in November 2009 it had a roll of 95
students, 21 of whom identify as Māori.

The board of trustees works effectively with the recently appointed principal to provide clear
direction for the school. The principal is providing well informed and enthusiastic professional
leadership and is focused on establishing positive relationships with the school community.

Students learn in attractively presented and stimulating environments. Classroom

environments strongly reflect the school's focus on literacy, numeracy and information and
communication technologies (ICT). A feature of the school is the use of the wider community
including the harbour and beaches to enrich contexts for learning. These environments
contribute to student enjoyment of learning.

The school demonstrates a strong commitment to students' learning and development.

Students have many additional learning opportunities in areas such as sport, surfing
academy, a water wise programme involving kayaking and sailing, and visual and performing
arts. There is a strong emphasis on the care and conservation of the local environment.

Teachers work well together as a team and regularly share ideas about students and their
learning. Interactions between teachers and students are underpinned by positive and
mutually respectful relationships, which in conjunction with effective classroom practice,
contributes to success for students. The next steps for the school are to continue to focus on
teaching strategies that support student learning and the involvement of parents in their
children's education.

Overall student achievement indicates that most students in Years 3 to 8 are achieving at or
above age-related national expectations in reading comprehension, writing and numeracy.
Comparison with data gathered in February 2009 shows that, overall, students have made
progress during the year in these areas. Achievement targets set by the school have been
met in most areas. This progress has been more significant in writing and slightly less in
numeracy. The data also shows that Māori students are achieving at levels comparable to
other students.

Future Action

ERO is confident that the board of trustees can govern the school in the interest of the
students and the Crown and bring about the improvements outlined in this report. ERO is

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likely to carry out the next review in three years.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may
cover different issues. The aim is to provide information on aspects that are central to student
achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO website,
www.ero.govt.nz.

Dr Graham Stoop

Chief Review Officer

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and
early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is
to:

· improve educational achievement in schools; and

· provide information to parents, communities and the Government.

Reviews are intended to focus on student achievement and build on each school's self review.

Review Focus

ERO's framework for reviewing and reporting is based on three review strands.

· School Specific Priorities - the quality of education and the impact of school policies
and practices on student achievement.

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· Areas of National Interest - information about how Government policies are working in
schools.

· Compliance with Legal Requirements - assurance that this school has taken all
reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may
cover different issues. The aim is to provide information on aspects that are central to student
achievement and useful to this school.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a

particular issue does not necessarily mean that a school is performing poorly in relation to that
issue. There is no direct link between the number of recommendations in this report and the
overall performance of this school.

[1] Decile 1 schools draw their students from areas of greatest socio-economic disadvantage,
Decile 10 from areas of least socio-economic disadvantage.

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