Tairangi School

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’s current roll for this school is 142 — the figure at the top of this page, and the one to use for how big the school is now. 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. September 2017

   146

   Counted while ERO’s review team was at the school. Education Review Office, report of 23 November 2017

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 3 September 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Tairangi School is a full primary school located in Porirua East, Porirua . It provides education for learners in Years 1 to 8. Learners are supported to prepare for a ‘future, united through culture’, through the values of caring, respect, determination, identity and connection.

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

Outcomes for learners are increasingly equitable and excellent.

Most learners achieve at or above curriculum expectations in reading, writing and mathematics; however senior learners have lower levels of achievement than juniors.

Māori and Pacific learners achieve at a similar level to their peers.

An inclusive school environment and culture supports student wellbeing.

Attendance information shows that less than half of the learners attend school more than 90% of the time, in relation to the Ministry of Education target; l eaders and teachers apply a range of well-considered approaches, focused on improving the attendance and outcomes for groups of learners.

Conditions to support learner success

Leaders collaboratively develop and enact the schools’ strategic priorities focused on equitable outcomes.

Leaders set improvement goals and targets with a focus on increasing the progress and achievement of learners at risk of not achieving.

School leaders effectively collaborate and plan for continuous improvement, making evidence-informed decisions that prioritise positive outcomes for all learners.

Leaders use relevant internal and external expertise to facilitate ongoing development of curriculum priorities and strengthen responsive teaching practices .

Teachers are taking steps to provide responsive consistent teaching, learning and assessment practices.

Learners experience a range of authentic learning opportunities within an inclusive, positive environment that acknowledges who they are as learners.

Leaders and teachers are improving the way they collect, analyse and interpret data to inform effective teaching and learning practices that meet the needs and interests of all learners.

Teachers demonstrate a culture of learning, reflection and collaborative inquiry.

Organisational conditions establish a culture of shared responsibility and strategic improvement.

Learners are encouraged to celebrate their identity, language and culture and show a strong sense of belonging and pride in their school.

Parents and whānau are respected for what they bring to their child’s learning; their views about school improvement are encourage and valued.

The board, leaders and teachers act on evidence in relation to learner progress, attendance and wellbeing, to inform improvement goals aligned to achieving positive outcomes for learners.

Part B: Where to next?

The agreed next steps for the school are to:

strengthen use of achievement information to inform responsive teaching practices and improve achievement outcomes for all learners, particularly in reading and writing

support teachers to further develop consistent teaching and learning practices that enable all learners to identify what their next learning steps are and how to go about achieving these

increase whānau and wider community engagement and partnerships with the school, using the skills they bring to enhance learner progress and improve attendance and achievement outcomes.

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

Within six months:

review and use assessment information to adjust teaching programmes to support greater consistency and purposefully address barriers to learner progress and success, particularly in reading and writing

conduct a survey with students to enable teachers to identify learner attitudes, strengths and needs that need to be considered

work with parents and whānau to engage and share aspirations for learners and assist understanding about the correlation between attendance and academic progress and achievement

Every six months:

use research informed teaching and learning practices to build teacher, student and whānau understanding of how children learn best, particularly in reading and writing

review and report on the effectiveness of changes to teaching practice, through teacher observation, collection of learner voice and learner outcomes

meet and work alongside parents and whānau to sustain active participation in the planning and decision-making of the school

Annually:

collectively analyse, evaluate and report on schoolwide achievement and attendance data, to strategically plan actions that will improve progress and achievement outcomes for all learners

gather and review parent and whānau voice on the success of partnerships with the school and engagement with their children’s learning.

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

consistently effective and responsive teaching, learning and assessment practices schoolwide, resulting in improved achievement outcomes for all learners, particularly in reading and writing

all learners are active participants in their own learning and can talk about their next steps and what they have achieved

improved and sustained levels of student attendance and engagement

increased participation of parent, whānau and the wider community in the decision-making process of the school.

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

3 September 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

Read this report on ero.govt.nz →