Taradale High School

The same report — the board assurance report of 1 August 2023 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO has identified the following area of non-compliance during the board assurance process:

renewal of police vets for non-teaching staff every three years.

[s 104, Education and Training Act 2020].

The board has since taken steps to address the area of non-compliance identified.

Read this board assurance report on ero.govt.nz →

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 1049 — 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. August 2018

   990

   Counted while ERO’s review team was at the school. Education Review Office, report of 16 October 2018

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 1 August 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

Background

This Profile Report was written within six months of the Education Review Office and Taradale High School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz

Context

Taradale High School is located in Napier. The co-educational school provides education for ākonga from Year 9 to 13.

Taradale High School’s strategic priorities for improving outcomes for learners are:

to further develop approaches for teaching and learning with a particular focus on the junior curriculum

to further develop and embed the overarching value of whanaungatanga and guiding principles ( manaakitanga, takakawe, waihanga, huritao ) within and beyond the classroom

to continue to identify best practice within the pastoral system and to increase consistency of implementation

continue to strengthen partnerships between the kura and iwi, hapū and whānau .

You can find a copy of the school’s strategic and annual plan on Taradale High School’s website.

ERO and the school are working together to evaluate the extent to which they are gathering, tracking, and monitoring achievement and acceleration information to inform teaching and learning strategies in Years 9 and 10.

The rationale for selecting this evaluation is:

the need to strengthen systems and processes to gather achievement information to track and monitor progress and acceleration in the junior school

the need to more clearly identify, share and use best practice teaching and learning strategies

to ensure equitable outcomes for all ākonga in Years 9 and 10.

The school expects to see:

evidence of equitable outcomes for all Year 9 and 10 ākonga

accelerated progress for ākonga who need it

a shared understanding and implementation of best practice teaching and learning

the impact of proven teaching and learning strategies at the junior level demonstrated at the senior level with improved merit and excellence results in the National Certificate of Educational Achievement (NCEA).

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate systems to gather data, track and monitor progress and acceleration to inform teaching and learning:

kaiako and ākonga who are motivated and committed to further developing their learning in a culture of whanaungatanga

well-developed systems and processes to support tracking and monitoring of progress in the senior school

a range of achievement information and emerging monitoring and tracking processes in the junior school

established communication and support systems to inform and enhance individual ākonga tracking and monitoring.

Where to next?

Moving forward, the school will prioritise:

detailed planning for the internal evaluation focus including progress milestones

consideration of resourcing and professional learning opportunities to support the implementation of the evaluation plan that has a focus on equity and excellence in the junior school.

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

Shelley Booysen Director of Schools

1 August 2023

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 →