Tikorangi 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 

Tikorangi School is situated north of New Plymouth on the outskirts of Waitara and provides education for students in Years 1 to 6. The shared vision seeks to empower curious active thinkers who live the school's values and thrive. The school vision is Think, Act, Impact and the values of Respect, Responsibility, Resilience and Rangimaire are an integral part of the school.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation. 

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

Part A: Previous Improvement Goals 

Since the March 2023 ERO report, the school has focused on evaluating how well leaders build the collective capability of staff to strengthen literacy achievement, inform shared curriculum expectations, and encourage reciprocal learning partnerships.  

Expected Improvements and Findings 

The school expected to see:

Equity and excellence for students and accelerated progress for learners working toward curriculum expectations in literacy.

• Outcomes for learners are equitable and excellent with most learners who required their literacy progress accelerated in 2023 now achieving at curriculum expectations.

Effective teaching and learning of literacy.

• Participation of teachers, and support staff, in literacy professional learning and development has resulted in effective implementation of approaches to structured literacy, impacting positively on the engagement, progress, and achievement of learners. 

The school's localised curriculum reflects shared expectations for teaching, learning and responsive practice in delivery of the literacy curriculum. 

• Documented literacy curriculum expectations establish clear expectations for teaching and learning that ensures learners experience consistent, sequenced learning, matched to their individual needs. 
• Learners’ cultural heritage is acknowledged and celebrated through contextual learning experiences that suitably reflect mātauranga Māori.

The greatest shift that occurred in response to the school’s action is in collaborative practice between staff. The consistent approach in delivery of structured literacy has impacted positively on learner engagement, progress and achievement. 

Part B: Current State

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

Learner Success and Wellbeing 

• Most learners, including Māori students, achieve at or above curriculum expectations in reading and writing and mathematics.
• Effective use of assessment ensures planning is matched to the needs of individuals and provides relevant insights into learner progress and achievement over time. 
• Learners demonstrate embedded school values; positive wellbeing is strongly promoted in a highly inclusive environment. 
• The school is yet to achieve the Ministry of Education target with a small majority attending regularly. 

Conditions to support learner success

• Leaders’ evidence-driven decision making aligns relevant goals and targets to achieve their community vision for learner success. 
• Leaders effectively coach and mentor staff that has strengthened the capability and capacity of staff to meet the individual learning needs of students. 
• Leaders build and sustain strong educationally focused relationships with other education providers, parents, whānau, and the community, that increase opportunities for learning and foster positive student outcomes.

• Teachers demonstrate highly collaborative practice with regular opportunities to plan together, share and apply strategies acquired through professional learning, that effectively address the specific needs of learners. 
•  Teachers provide sufficient opportunities for learners to develop sound literacy and mathematical knowledge and skills, and engage in integrated curriculum learning, matched to their interests. 
• Classroom conditions promote positive learner engagement; students increasingly contribute to the development and monitoring of their individual learning goals. 

• Well-developed processes and practices ensure learners with additional and complex learning needs are identified and their individual needs are effectively addressed, inclusive of parents and whānau.
• Comprehensive reporting of information to the board suitably informs their resourcing decisions, aligning relevant priorities to achieving successful outcomes for learners.
• Parents and whānau are welcomed in an inclusive environment; opportunities are suitably provided to give, and receive information, encouraging reciprocal partnerships, which contribute to positive learner outcomes. 

Part C: Where to next? 

The agreed next steps for the school are to: 

• develop a strategic goal, aligned to the Ministry of Education attendance target, to build on the current positive trajectory for regular attendance  
• review the current mathematics curriculum to inform any relevant changes which support delivery of structured mathematics  
• use the recent self-review of Poutama Reo to develop a progressional te reo Māori framework to support language acquisition for learners over time. 

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

Within six months:

• leaders will gather and analyse attendance information to ensure their strategies are continuing the positive trajectory toward the Ministry’s target for regular attendance of learners
• leaders will collaborate with staff to develop shared expectations that support delivery of structured mathematics 
• leaders will engage staff and stakeholders in development of a progressional te reo Māori framework that aligns the schools’ shared expectations for language acquisition over time

Annually:

• leaders will evaluate and report the impact of their actions on raising regular attendance for learners aligned to the Ministry targets to know what is working and for who
• leaders and teachers will gather information aligned to changes in delivery of structured mathematics to evaluate the impact on learner’s progress, achievement and engagement
• staff will collectively review and evaluate the impact of their te reo Māori provision to identify successes and inform any required professional learning for staff to meet their shared expectations.

Actions taken against these next steps are expected to result in:

• regular attendance continues to increase and aligns to the Ministry target 
• curriculum changes and delivery of structured mathematics continues to achieve positive learner engagement, progress and achievement outcomes 
• delivery of the schools progressional te reo Māori framework effectively supports the acquisition of language for learners over time. 

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

11 December 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