Pa Harakeke Teen Parent Unit

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education has not reported a current roll for this school. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. November 2014

   8

   Counted while ERO’s review team was at the school. Education Review Office, report of 2 March 2015

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 2 March 2015 — “Pa Harakeke Teen Parent Unit - 02/03/2015” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

What is the background and context for this school’s review?

Pa Harakeke Teen Parent Unit (TPU) is an attached unit of Tokoroa High School (THS). There are currently 21 Ministry of Education (MoE) funded TPU’s operating across New Zealand, providing a flexible and supportive environment for teenagers who are either pregnant or who have given birth. Attendance at the TPU gives students an opportunity to continue their education and develop the best possible pathway for their future and the future of their children.

The unit was established in 2011 and is governed by the board of trustees of Tokoroa High School. Currently there are 8 teen parents from the wider South Waikato area enrolled. Of these, all identify as Māori.

Since the last ERO review the Pa Harakeke tutors have remained the same, but some changes and reorganisation of the management group have occurred.

At the time of the October 2013 Education Review of this TPU, ERO identified key priorities for review and development related to:

student outcomes

leadership, management and organisation

teaching and learning

student transitions and engagement

relationships

The unit has made good progress towards achieving the goals in the action plan that was developed as an outcome of the October 2013 review.

Progress

Student outcomes . The educational and social outcomes for the TPU students have been significantly improved due to an extensive upgrade of the purpose built facilities. In addition, as parents they have ready access to a unit van that transports themselves and their children to and from the unit, and to relevant early childhood centres and other community services.

Teaching and learning. The unit now has robust systems in place for monitoring student progress and achievement across all programmes of learning. Use of the THS KAMAR database, overseen by a senior THS staff member, provides accurate and reliable information for students and staff. Aspects of this data are displayed in the unit to allow students to set achievement goals, and monitor their individual progress across curriculum levels.

Increasing numbers of students have gained National Certificates of Educational Achievement (NCEA) credits at Levels 1, 2, and 3 and some students have gained credits at University Entrance level. Other qualifications such as obtaining a restricted drivers license and achieving first aid certificates support the young parents in their transition into further study and/or work.

Leadership, management and organisation. The TPU team are well supported by THS management and staff, the MoE and an external consultant. They have developed a comprehensive range of policies and procedures to assist with the management and day to day operation of the unit. This documentation also includes a:

Memorandum of Understanding between the MoE, high school and the unit

Memorandum of Understandings between four early childhood centres and the TPU

clearly defined and useful strategic and annual plan that is aligned with the THS vision, values and expectations.

The unit has developed a clear and well-defined direction and organisational structure for ongoing development, self review and growth, to improve outcomes for students.

TPU staff has undertaken ongoing professional learning and development with assistance from external providers and THS staff. This has resulted in staff having a better understanding of their roles and responsibilities, which in turn has improved levels of student achievement and the quality of curriculum provided.

A well-balanced curriculum is now in place with students accessing Te Kura (correspondence school), Gateway programmes, career pathways and school-based courses. Involvement of specialist THS staff such as the careers advisor and guidance counsellor provides students with ongoing support and advice.

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

Pa Harakeke TPU is well placed to sustain, review and continue to improve its performance. The unit has made good progress towards achieving the action plan outcomes that were developed as a result of the 2013 review. They have worked well with the MoE to address the areas of concerns identified by ERO.

Well-documented processes provide the unit with a clear framework for ongoing review. Professional development and relevant networks with other TPU’s support tutors in the unit to further develop a responsive and flexible programme for students.

Improved relationships with the early childhood services are supporting students and their children.

Key next steps

The management group, unit staff and students now need to develop a policy and procedural review schedule to ensure ongoing consultation, review and change management occurs as the unit continues to grow. This schedule should also consider:

strengthening aspects of reporting to the THS board to report progress on the strategic goals and plans identified in the TPU annual plans, particularly in relation to careers and transition programmes

reporting more specifically on student progress and achievement, and documenting a clearer picture of the TPU students within the wider school achievement reports

developing strategies to market the TPU across the wider Waikato region to facilitate increasing roll growth.

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

Pa Harakeke TPU is well placed to sustain and improve its performance. The educational and social outcomes for students have significantly improved with better student achievement results. A well-balanced curriculum is now in place. Specialist high school staff provide students with ongoing support to plan and achieve their goals.

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

Dale Bailey

Deputy Chief Review Officer Northern

2 March 2015

About the School

Location Tokoroa High School

Ministry of Education profile number 639

School type Teen Parent Unit

School roll 8

Gender composition Girls 8

Ethnic composition Māori 8

Review team on site November 2014

Date of this report 2 March 2015

Most recent ERO report(s) Education Review October 2013

Read this report on ero.govt.nz →