Tūtira Ashgrove School

The same report — the board assurance report of 24 September 2024 — 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 and the board have identified the following areas of non-compliance during the board assurance process:

the school needs to check a primary identity document and a secondary identity document, required for safety checking of workforce [Children’s Act 2014].

The board has since addressed this 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 424 — 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. June 2019

   514

   Counted while ERO’s review team was at the school. Education Review Office, report of 19 August 2019

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 24 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

Tūtira Ashgrove School is located in Rangiora, North Canterbury, providing education for students from Years 1 to 8. The school’s STAR Values ( Service, Trust, Positive Attitude, Respect ) and Five Ways to Wellbeing ( Take Notice, Connect, Give, Keep Learning, Be Active ) are part of its vision of Growing Together for Success . Tūtira Ashgrove School hosts the Pītau -Allenvale Satellite unit for North Canterbury.

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 becoming increasingly equitable and excellent.

A large majority of learners, including Māori , achieve at or above expected curriculum levels in reading, writing and mathematics; leaders have identified these areas as strategic priorities to further improve progress and achievement for all learners.

Learners have a strong sense of belonging supported by consistently used inclusive and wellbeing practices.

The majority of learners regularly attend school; the school has yet to meet the Ministry of Education’s national target and strategies are in place to improve learners’ regular attendance.

Leaders consistently set and pursue improvement goals and targets and are building a culture committed to high-quality teaching and improved, equitable outcomes for learners.

Leaders and teachers use assessment data and feedback from learners and the community well to collaboratively plan and monitor the school’s improvement priorities.

Relational trust between staff and learners is evident at every level of the school and supports the achievement of the strategic priorities and vision.

Leaders build educationally focused relationships with Puketeraki Kāhui Ako and community groups which are improving learner outcomes.

Evidence-based teaching strategies and practices are used effectively to provide purposeful learning.

Learners have a curriculum that increasingly reflects local contexts in ways that learners can connect with their identity, language and culture, as well as the important cultural histories and stories of the school's location.

A school-wide focus on building teacher capability ensures learning through clear instruction and planning to meet the differing needs of learners.

Learners are well engaged in learning through a range effective of teaching strategies.

The school is embedding support for learning and wellbeing within a climate which effectively responds to learners needs, identities, languages and cultures.

Leaders and teachers increasingly value the diversities of learners’ identities, cultures and learning needs and clearly reflect these in the school’s strategic initiatives and actions.

A strength-based approach is used by leaders and teachers to identify learners’ abilities and needs, reduce barriers and improve access to learning; teachers focus on student wellbeing and use consistent, restorative approaches.

Effective systems and processes are in place for pastoral care through strong, mutually trusting relationships between the board, teachers, learners and whānau .

Strong mutually trusting partnerships and collaboration between the school and the community actively informs school planning and reviews of initiatives and actions.

Part B: Where to next?

The agreed next steps for the school are to:

embed high-quality teaching and effective assessment practices for learners to thrive and achieve at their highest level in reading, writing and mathematics

continue to ensure the diversities of learners, teachers and whānau are valued, celebrated and visible in learning within an inclusive learning environment to further enrich learning

further develop strategies to improve regular attendance.

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

Within six months:

develop effective assessment practices in mathematics school-wide

evaluate and refine school-wide reading and writing teaching and assessment practices to further improve outcomes for learners

use assessment information to provide targeted interventions to accelerate learning for learners not achieving at expected levels in reading and writing.

Every six months:

review how well the diversities of learners, teachers and whānau are being valued, celebrated and made visible in learning

use analysed data and information to see whether high-quality, evidence-based reading, writing and mathematics programmes are becoming consistent school-wide, good practice is sustained and further improvement in outcomes for learners are evident

evaluate and refine attendance strategies.

Annually:

ensure effective evidence-based reading, writing and mathematics programmes are in place school-wide and strengthen teachers’ capacity to further improve the progress and achievement for all learners

use effective assessment practices in mathematics to inform teaching practice and learning programmes.

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

evidence-based approaches to the teaching of writing are implemented and practised school-wide to further improve outcomes for learners

teachers using effective mathematics assessment information to know an overall achievement level for learners and identify next learning steps

the cultural histories and stories of the school's location and the diversities of learners, teachers and whānau are valued, celebrated and visible in learning

improved regular attendance rates.

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

24 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 →