Figure 1.--.
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Figure 1.--. |
The Educational Review Office (ERO) prepared the following assessment of a state area school
An accountability review evaluates the quality of education received by students and the performance of the Board of Trustees in providing education services.
It should be noted however, that as yet in New Zealand there is no national assessment system through which improvements in student learning can be evaluated in comparative or individual school or student terms.
This accountability review report was prepared in accordance with standard procedures approved by the Chief Review Officer.
Location: Northland
Type: Composite
Special features: Mäori bi-lingual class
Teaching staff:
Roll generated entitlement: 31.8
Other: 2.1
Number of teachers: 35.0
Teacher salary funding: Central payroll provision
Roll number: 540
Ethnic composition: Pakeha 51%, Mäori 47%, Other 2%
Gender composition: Boys 52%, Girls 48%
Previous Office reports: Review, 1991; Effrctiveness Review, May 1994; Assurance Audit, February 1996; On site investigation; June 1999; Date of this report-- 10 August 1999
Teachers at Taipa Area School have continued to revise and improve curriculum learning programmes since the 1996 Education Review Office report. The implementation of new curriculum management systems has strengthened curriculum delivery and is facilitating the development of a seamless education across the school.
Trustees are keen to seek the views of the community. They have undertaken community consultation as part of reviewing school operations and revising the
charter. Trustees and staff are guided by a whanau support group who are active within the school and are represented on the board. The board has recently
formulated a long term strategic plan and have a programme for developing new facilities to cater for the projected growth in the school. The school curriculum is designed to meet a diverse range of student needs. Students have opportunities for instruction in te reo Mäori and learning programmes include taha Mäori and tikanga Mäori. Senior students participate in transition education and work experience programmes designed to broaden their choices after they leave school. The curriculum has expanded to encompass a variety of sports, cultural activities and performing arts. Students are encouraged to participate in school exchanges and education outside the classroom. New trustees have been assisted in their understanding of board operations by terms of reference developed by their experienced chairperson. However, the board has yet to address some issues identified in the 1996 Education Review Office report. The principal, as the board’s chief executive, should provide stronger leadership in managing the school and should ensure that board policies are effectively implemented. The board should urgently address the actions and recommendations in this report, especially those pertaining to staff performance and the health and safety of staff and students. The Education Review Office will schedule another review of Taipa Area School in 2000.
The overall quality of classroom teaching has improved since the 1996 Education Review Office report. Contributing factors include new staffing appointments in the junior and senior areas and better coordination of learning programmes. However, the poor performance of a few teachers persists. The principal should address the variable quality of teaching practice through more robust performance appraisal and quality assurance systems. In many classrooms teachers prepare learning programmes thoroughly. They design units of work that are activity based and are interesting and challenging for students. They have good quality planning and assessment documentation that enables them to identify student learning needs and evaluate learning
outcomes. These classrooms provide stimulating and well organised environments with up-to-date resources. Student work is attractively displayed and students receive helpful feedback about their progress. In contrast, a few teachers deliver inadequate teaching programmes. Their planning is minimal and they are not well prepared or well organised. These teachers do not provide differentiated learning opportunities for students with wide ranging abilities. Their classroom environments are barren and student work is superficially marked. Some classrooms have outdated resources that should be removed. The 1996 Education Review Office report recommended that the principal should set clear guidelines for teachers planning and for the delivery of classroom programmes. These guidelines are still to be documented adequately. There is a need to improve systems that assure the board that learning programmes are consistently implemented and effectively monitored.
Marautanga Mäori
Students in the junior school experience taha Mäori delivered by a kaiäwhina. These programmes are planned in consultation with the head teacher of Mäori. The middle and senior school programmes include Mäori art, tikanga Mäori and te reo Mäori. Kapahaka is a popular activity with students and is well supported by kaumätua and whänau. The school successfully hosted the Tai Tokerau Secondary Schools Festival in term one of this year. The contribution of whänau to curricular and extra-curricular activities is recognised and valued by students, staff and trustees. The planning and delivery of Mäori in the senior school should be reviewed. The current planning document is non-sequential, difficult to follow and incomplete. The provisions for Mäori in the senior school include Mäori art, an immersion class and te reo Mäori to Year 12. Schemes for each of these curriculum programmes should be developed. They should include annual and term overviews of topics to be covered, long term goals and procedures for the assessment, evaluation and reporting of student achievement. The long term overviews should guide the development of unit plans and the identification of expected learning outcomes, and learning tasks. The principal, in consultation with the head teacher of Mäori, should monitor the implementation of unit standards in the senior Mäori curriculum to ascertain the benefits to students. There is little differentiation between the learning programmes offered to Year 7 students and those offered at Year 12. The
development of the unit standards programme is in the early stages. However, this should not hamper the quality of programme delivery or learning outcomes
for students. The head teacher of Mäori should closely monitor the quality of programme delivery in the immersion class. The immersion class is an appropriate provision for students who wish to receive instruction in te reo Mäori. The current provisions require coverage of te reo Mäori, science, technology and mathematics. The principal should ensure that students in this class are receiving adequate curriculum coverage and the achievement of students is assessed against identified learning outcomes. The expected Mäori language content for the immersion programme should be monitored. Guidelines for the taha Mäori programme in the junior school should also be developed. The current provisions rely on head teacher of Mäori to plan, and on
the teacher aide to deliver, the programmes. This is carried out on a daily and generally non-sequential basis. The taha Mäori programmes should be planned
by the individual classroom teachers. Junior teachers should consult with the head teacher of Mäori, the kaiäwhina and interested whänau about guidelines for
the taha Mäori programme. They should also decide whether the programme is to stand alone or be integrated across the curriculum. Teacher professional
development should accompany the implementation of the guidelines.
Mathematics
Since the 1996 Education Review Office report, considerable progress has been made in the development and delivery of the national mathematics curriculum
across the school. The new head of department has introduced teaching strategies and resources designed to raise student achievement in the middle and senior areas of the school. A series of well designed tests linked to all the curriculum strands and levels provide teachers with diagnostic information about student learning needs. These tests, additional mathematics notes and up-to-date textbooks provide students with opportunities for self-directed learning. Students are motivated to achieve through individual target setting and a reward system. Student evaluations indicate that they appreciate the testing programme. The average and more able students are especially enjoying their learning and success. Teachers are exploring ways to motivate students who are not yet experiencing success in the mathematics programmes.
Science
Students at all levels receive science programmes that cover the strands, processes and achievement objectives of the national science curriculum. High quality curriculum leadership guides teachers in implementing challenging and relevant classroom programmes. The coordinator is making good use of advisory services to review learning programmes. Teachers are using new systems for assessing learning outcomes in science. These are providing a good basis for monitoring student progress and evaluating learning programmes. The science coordinator has introduced innovative teaching methods. These are based on sound research in teaching and learning approaches. Students are encouraged to become responsible independent learners and to develop science knowledge, skills and attitudes. Teachers identify student learning needs and
address barriers to learning. The board has been informed about the serious deficiencies and safety issues in the science teaching facilities. Trustees have reported these deficiencies to the Ministry of Education but some are yet to be satisfactorily addressed.
English and Japanese
Teachers across the school are basing their programmes on the English in the New Zealand Curriculum document. However, the implementation and delivery of the curriculum is still variable. Some teachers have yet to identify specific learning objectives derived from the achievement objectives and to monitor student performance against those objectives. The effect of this variability is evident in the lower than expected standard of student performance in School Certificate. Last year, the English mean was 9 marks below the national mean compared to science and mathematics that were respectively 3 and 4 marks below. The quality of the teaching in the oral and visual strands should be further developed. The oral language programme should provide more opportunities for students to think critically about language in a variety of situations and encourage students to develop an understanding of how language varies according to its use, audience and purpose. The principal should ensure that staff teaching English receive sufficient professional development for them to deliver the national curriculum effectively. Teachers have sought professional advice and attended some courses and meetings of English teachers, but further improvement is required especially in the area of Year 9 to Year 13. Engaging the services of an adviser over a longer period may be a more effective use of professional development funds. Since the last review, the board has opted to offer Japanese for those students who wish to learn the language. The board has been fortunate in having a teacher who has learnt some Japanese in Japan. Learning resources are adequate. The principal should now ensure that this teacher receives training in the teaching of a second language to enhance the learning opportunities of the students.
Technology
Technology programmes are well managed and delivered. Students are involved in a range of activities that include graphics, design, workshop technology, electronics and model making. They have completed several projects around the school including the construction of classroom storage areas, library study carrels, outdoor seating and office re-modelling. Student achievements in workshop examinations in 1997 and 1998 are commendable and reflect student and staff dedication to high standards. Consequently, the senior programmes are popular with students. The teacher responsible for technology is concerned at the lack of suitable teaching and storage space. The development and expansion of the technology curriculum and the popularity of workshop courses is placing pressure on teaching facilities. Student learning is constrained by the lack of suitable workplaces during practical activities. Increasing class numbers and the need to share the teaching space requires the secure storage of equipment. Some classrooms have inadequate storage facilities.
Readiness to Deliver Social Studies in the New Zealand Curriculum
Social sciences are well managed and resourced. The social sciences curriculum coordinator liases with the middle and junior school leaders to ensure the delivery of social studies programmes from Years 1 to 10. An annual overview and term plans guide the development of unit plans on identified topics. Teachers’ involvement as consultants in the development of the draft curriculum has prepared them well for implementing the new curriculum The head of department also coordinates the senior geography and history programmes. These programmes utilise opportunities for education outside the classroom as a way of integrating local resources.
The Arts
Students receive well organised and planned music and art programmes. The delivery of music programmes is assisted by a good variety of well-maintained
instruments and resources. The objectives of each syllabus are implemented and assessed across the school. The music and art teachers assist in promoting the performing arts and support cultural festivals. Music and art are optional subjects in Years 9 and 10. Senior managers should ensure that students have sufficient learning time to develop appropriate skills in the arts. The senior school art specialist has recently completed teacher training. He will require an ongoing programme of support and advice as a provisionally registered teacher. He should seek further advice from advisory services to improve the quality of learning programmes in the senior school. This will assist with the school-wide introduction of the new arts curriculum and could help to address the low achievement level of senior students in national examinations.
Health and Physical Education
The curriculum coordinator is developing new programmes at all levels in physical education. Students in the senior school have increased time for physical education and teachers are assessing their progress in appropriate knowledge, skills and attitudes. The coordinator is making good use of advisory support for reviewing existing programmes, developing a new school scheme and assessment strategies. Some teachers are beginning to implement programmes based on the strands and objectives of the new Health and Physical Education curriculum. As the new curriculum is implemented, the principal will need to clarify the responsibility of the coordinator in managing health education programmes.
3.3. Curriculum management
Senior managers have implemented new systems designed to strengthen curriculum management and achieve a seamless education across the whole school. Curriculum leaders have been selected to manage learning programmes in the junior, middle and senior areas of the school respectively. The curriculum leaders meet regularly with teachers in their areas and also with senior managers to discuss learning programmes and guide decision making.
The principal and senior managers should define the roles of these curriculum leaders more precisely, particularly the role of the head of the junior school. The curriculum leaders should have responsibility for ensuring that standards for planning, assessment and evaluation are consistently implemented. They should also have responsibility for monitoring the quality of classroom programmes in their particular curriculum area. Another feature of the new curriculum management systems is the appointment of school wide curriculum coordinators for each of the essential learning areas. The expectations for the coordinators are relatively new, however most are providing good quality curriculum leadership. The coordinators are revising
existing schemes to provide guidelines for implementing learning programmes across the school. As these new curriculum management systems develop further, school managers should expect greater accountability for curriculum implementation and student achievement. Curriculum coordinators should provide annual reports that address the requirements of the National Education Guidelines. They should also prepare a budget that reflects curriculum development and resourcing needs. These reports would assist trustees to prioritise their spending and to improve their self review systems.
The progress of individual students is being monitored and reported regularly. Teachers are monitoring student achievement against the national curriculum objectives more consistently. The work of the new curriculum coordinators has facilitated this process. Teachers in the junior school are also collecting a considerable amount of diagnostic testing information. Achievement information has been collated and analysed. Senior managers should use this data to focus curriculum decision making and goal setting.
The deputy principal is introducing a new system for making better use of student achievement information. Selected teachers are trialing the use of a
computer programme for collating information about student learning outcomes. This system is expected to provide information to assist teachers and
curriculum managers to better analyse student achievement. The effectiveness of this system depends on the reliability and consistency of teacher assessment methods. Senior managers should consider making the area of student assessment a school-wide development goal and providing appropriate professional development. Some senior students have achieved well in national examinations and many are gaining credits on the New Zealand Qualifications Framework. The principal should analyse these results and other student achievement information and report these to the board. Patterns in achievement and barriers to learning should be identified. The progress of groups, including that of Mäori students and the relative achievement of boys and girls should be identified. This information will
assist the board to base their budgeting priorities on identified student learning needs.
Programmes for senior students provide opportunities for diversification and specialisation. Senior managers have ensured that senior students are not disadvantaged by distance from main centres. A good number of conventional subjects is available. Good use of the Secondary Tertiary Alignment Resource (STAR) has enabled vocational programmes to be established. These include courses in automotive trades, hospitality and catering, and employment skills. Students have a choice of qualification pathways. Teachers continue to offer programmes that lead to School Certificate and University Bursary qualifications. They have also expanded the number of courses that provide credits on the New Zealand Qualifications Framework. Centralised systems are in place to document the unit standards accumulated by individual students. Senior students receive information about careers as part of the transition and life skills programmes. Teachers with responsibility for careers education should collate and analyse school leaver destinations. This should provide a basis for programme evaluation and form part of an annual accountability statement to the board. Senior students respond positively to leadership opportunities. They are assertive and take active roles in student-focused projects and the student council. The student representative on the board contributes effectively through regular reports to trustees and the student body. Senior students act as mentors in reading support for younger students. They organise programmes that promote responsible attitudes to alcohol, drugs and sexual decision making. Some senior students, particularly boys, have interrupted studies owing to their sporting commitments. Senior managers should monitor this disruption closely to prevent it being a barrier to their achievement.
Trustees provide strong support for students with special educational needs. Students benefit from the knowledge and skill of the chairperson who has national experience in developing policy in this area and who leads the learning support committee. This committee has developed sound policy based on relevant legislation. The board provides a number of programmes tailored to meet individual needs. A recently introduced programme aimed at boosting students reading and writing skills is a thoughtful, well-informed approach to meeting the needs of two groups of students in the primary area of the school. This short-term programme has clear objectives, is well planned and delivered in a stimulating and secure environment. The teacher has sound documentation and after only a few weeks of operation, is able to clearly demonstrate student progress. Trustees should seek a report on the success of this programme. The board receives a Special Education Grant of $24,451 and has clear procedures for ensuring that it uses this specifically for those students for whom it is targeted. This grant, together with Ongoing Resource Funding for three students, is used primarily to employ teacher and teacher aide support for identified students with specific learning needs. In addition it helps fund the purchase of special resources and subsidises professional development for identified staff. The programmes provided through this grant focus mainly on reading and writing support for students. Classroom teachers have identified students whose progress gives cause for concern and the learning support staff deliver programmes aimed at meeting the specific needs of these students. The teacher and the teacher aide monitor progress daily and provide ongoing feedback to students. The teacher with sole responsibility for this programme is not yet fully registered and is not under the guidance of a fully registered teacher. The principal should ensure that the teacher is provided with an appropriate, well-documented programme of advice and guidance to enable her to achieve full registration.
In 1999 the board receives $81,424 Targeted Funding for Educational Achievement. The Ministry of Education provides this money to specifically to address social and economic disadvantage. The board uses some of this money to fund the wages of a whanau support worker for 15 hours a week. It has also budgeted $2,000 to provide materials for Years 7 and 8 food and wood technology so that students may fully participate in these programmes.
The board and senior managers should clarify specific objectives for the use of this targeted funding. The principal should monitor the use and impact of this funding and provide regular reports to the board. This information should help the board to determine spending priorities from year to year.
