TAI TOKERAU PRINCIPLES 28 JUNE 2019 ERO update and Themes from Reviews

EDUCATION SECTOR STRATEGY, REFORM AND ACTION 2019 30 Year Vision & 10 Year Outcomes Review of Vocational Education (ROVE) Independent Taskforce’s Review of Tomorrow’s Schools Early Learning Strategic Plan Tertiary Education Strategy Statement of National Education and Learning Priorities (NELP) Ka Hikitia Pacific Education Action Plan Curriculum, Progress and Achievement Ministerial Advisory Group NCEA Review Te Maihi Karauna repsonse Education Workforce Strategy Careers Strategy & Action Plan Education & Training Bill

KŌRERO MĀTAURANGA – WHAT NEW ZEALANDERS SAID THEY WANT FROM THEIR EDUCATION SYSTEM: Focus on students’ sense of belonging and wellbeing as fundamental to learning Every child and their whanau should have access to high quality education Our changing world requires a renewed approach to teaching knowledge, skills and competencies; Too many Maori, Pacific, disabled and gender and learning diverse students experience discrimination Many of our Maori learners are suffering from the effects of low expectations and racism, and have a long history of being underserved by the education system and want more agency in decision making

ERO’s MISSION AND PRIORITIES: NZ’ers have confidence in the education system Quality education for all learners Equity and Excellence Improvement orientated Strong and effective policy settings Maori success as Maori Building our capability and capacity “Our evaluation insights are a catalyst for change so that every child achieves success as a lifelong learner”

SIGNIFICANT CHANGES Review times dropped New judgement Needs development Developing Well placed Strong Insights based scheduling

WHAT HAS COME OUT OF REVIEWS? NORTHERN REGION TERM 4

PRIMARY REVIEWS, TERM 4, 2018

SECONDARY REVIEWS - TERM 4, 2018

SCHOOLS ON 1-2 YEAR REVIEWS – COMMON FEATURES 87-93% students are Maori/ Pacific

POSITIVE SCHOOL CULTURE High Expectations/ trust Vision, mission, values embedded in school culture Inclusive culture Well being a priority Student focus on their own learning/ opportunities for students to guide learning

LEADERSHIP CHARACTERISTICS Early identification of children at risk of not achieving Learning Support programs to accelerate Tracking and monitoring progress Leadership line of sight Teaching as inquiry Informing teaching program Clear assessment processes

LEADERSHIP – Cont.: Curriculum Leadership Bi-cultural heritage thru curriculum Leading staff capability and capacity – appraisal, PLD Focus on evaluation Strong partnerships and engagement – community, whanau

WHAT’S WORKING FOR OLDER STUDENTS Vocational pathways Co-curricular activities Emphasis on well being creating positive learning environment Diversity valued and respected

WHAT’S WORKING FOR MAORI STUDENTS Face to face engagement with whanau and Iwi esp. for hard to reach students Listening to acting on Whanau voice Adaptation of the curriculum Focus on language, identity, culture Emphasis on bi-cultural practice and learning and valuing Te Reo

SCHOOLS Integration of Te Whariki into Primary Increased focus on well being/MH Limited progress on internal evaluation Process not outcome focused Kahui Ako – mixed picture + conversations - relevance, distances Student voice gathered but not influencing curriculum

WHAT’S WORKING FOR STUDENTS WITH ADDITIONAL NEEDS Personal info used to shape IEP Effective communication tools with parents Setting goals and tracking and monitoring progress Multi-disciplinary approach Calm nurturing environment - belonging and safety Student centred culture that is inclusive

AREAS FOR DEVELOPMENT – NEXT STEPS FROM TERM 1 Develop internal evaluation and links with outcomes Establishing learning partnerships with parents/whanau Building Trustee capability Developing leadership capability

FEEDBACK TO ERO What’s working well? What could be improved?