Two more teachers have been assaulted in Tauranga since the stabbing of Steve Hose at Te Puke High School on Monday. (see Bullying to blame for teacher stabbing and related posts)
Sunlive is reporting that two teachers at Tauranga Girl’s College were assaulted by a female pupil within a 24 hour period.
The first assault was on a teacher on Monday afternoon when the girl wasn’t allowed on a school bus. That resulted in the girl’s suspension from school.
However, she turned up at the school the following morning to see a friend. A teacher told her to leave the grounds, whereupon the teacher was assaulted and verbally abused. Police were called to resolve the situation.
The girl is 13 years old, the same age as the boy who stabbed Mr Hose in neighbouring Te Puke.
According to an ERO report:
Tauranga Girls College is a decile 6 school, catering for 1, 530 students, with 55 international students. It’s ethnic composition is New Zealand European/Pākehā 59%, New Zealand Māori 25%, Asian 7%, Other European 6%, Pacific 2%, Other 1%.
In Years 11 to 13, student achievement in the National Certificate for Educational Achievement (NCEA) is comparable to or slightly above the averages for similar schools. In Years 9 and 10, achievement patterns in reading and mathematics are comparable overall to the patterns of national achievement. While the board has a focus on raising the achievement levels of Māori girls, as a group these girls achieve at rates well below non-Māori…
Student achievement: Since the last ERO review in 2006, there has been little progress in raising the achievement levels of Māori girls (as a group). In literacy and numeracy at Years 9 and 10, there is an over-representation of Māori students in the lower stanine bands (1 to 3). This pattern continues in Years 11, 12 and 13 where NCEA data indicates that the percentage of Māori girls achieving this qualification is significantly below the nationally expected percentage for all girls.
Engaging Māori families: While the board recognises the need to engage with the school’s Māori community, this continues to be a challenge. Informal contact with Māori families occurs regularly. However, key personnel need to continue to strengthen the links with local iwi, and work with families to affirm their aspirations for their girls in order to establish priorities for Māori education in the school.”
For the full story see here