Findings
Pakaraka School has established a positive learning culture for students and teachers. Students engage well in their learning. Teachers and the board have made good use of external assistance and professional learning to support school improvement.
ERO is likely to carry out the next review in three years.
1 Background and Context
What is the background and context for this school’s review?
Pakaraka School is a small rural school in Northland that caters for students in Years 1 to 8.
Most students are Māori and affiliate to Ngāti Hine. Many parents make the deliberate choice to send their children to this school.
This was the second consecutive longitudinal ERO review process for the school. Since the 2014 ERO review a Limited Statutory Manager (LSM) has had responsibility for communication, employment and the curriculum.
The Ministry of Education (MoE) has provided professional learning and development (PLD) in the areas of literacy, mathematics and student achievement. The support of the LSM and the focused PLD have been well received by the school.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
Priorities identified for review and development as part of ERO’s 2014 review process included strengthening leadership and governance to:
- accelerate learning and raise student achievement levels
- establish shared understandings about teaching and learning through a strong school curriculum
- implement robust self-review at all levels of school operations.
The school has made very good progress in addressing the areas identified for review and development. The principal and teachers are proud of the improvements they have made to their practice. Trustees are confident in their governing roles as a result of their increased knowledge and understanding. Teachers and trustees are confident that the improvements made are now embedded.
Progress
The professional, collaborative staff culture has supported the principal and teachers well to address areas for development.
Student achievement has been steadily improving over the past four years. Students are now achieving at pleasing levels in reading, writing and mathematics. The greatest improvement has been in mathematics. This success is attributed to the good quality PLD that has helped teachers to improve their teaching practice.
The board establishes realistic targets for student achievement. Teachers identify the students who need to make better progress. They thoughtfully analyse their students’ academic strengths and needs and identify specific gaps in their learning. Teachers make the learning explicit for students and skilfully promote independence and critical thinking.
Teachers ensure the programmes they plan for students are meeting their individual needs. They use a variety of strategies to support and to challenge students’ thinking. There are high levels of student engagement, particularly among older students.
The collegiality and trust between teachers helps them to be open to share and reflect on their teaching practices. They assume collective responsibility for all students. Teachers’ inquiry into the impact of their teaching practices on individual children has been a cornerstone of their appraisal process.
Teachers have high expectations of students and of themselves. Students are knowledgeable and talk confidently about what they are learning and how well they are achieving.
Older students manage their time very effectively, set goals and plan for their learning. They have very good opportunities to develop their social competencies and to extend their academic skills. Career education for older students is skilfully woven into their project and inquiry work.
Ngā tikanga o Ngāti Hine are observed and demonstrated through school practices. All staff use te reo Māori deliberately throughout the school day. There is strong awareness of the value of language in supporting the identity and culture of Māori students.
Some work has been done to improve the documented school curriculum. However, there needs to be a more concerted and informed approach to this work. An external facilitator is working with the school to ensure better progress is made.
Senior students assume leadership roles for various aspects of school life. Tuakana/teina relationships are strong among students. Teachers use this approach effectively when asking students for their thoughts about school direction. Senior students are well placed to contribute more directly to school decision making.
Positive relationships between teachers and students are evident. Teachers know students and their whānau well. Students know that their teachers care about them as individuals and as learners.
Key next steps
In order to improve teaching practice and learning opportunities, key next steps include:
- embedding the very good improvements made to teaching and learning
- strengthening internal evaluation by thoroughly analysing and interpreting student achievement and other gathered information
- finding ways to transition children who need additional support, and their whānau, into school so they are better placed to achieve positive outcomes.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
Trustees have increased their governance capability and are now well placed to improve and review the board’s performance in relation to the school’s charter goals. Trustees bring greater knowledge and awareness to their roles. They are now able to ask questions that both challenge and support the principal to manage the school. The support and guidance of the LSM has been instrumental in this development.
The board has adopted the New Zealand School Trustees’ Association exemplar policies. Trustees continue to review and customise these policies to meet the specific needs of their school.
Trustees are committed to supporting the school. They are aware of the need to maintain the forward momentum that has been established. A key focus for trustees will be ensuring that the principal identifies appropriate and useful priorities for the school and works efficiently to achieve these.
The board must continue to build the school’s capacity to use internal evaluation to promote improvement. Using effective externally developed indicators of best practice to critically reflect on aspects of the school’s performance would help support the school to keep current and effective.
Board assurance on legal requirements
Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
- board administration
- curriculum
- management of health, safety and welfare
- personnel management
- financial management
- asset management.
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
- emotional safety of students (including prevention of bullying and sexual harassment)
- physical safety of students
- teacher registration
- processes for appointing staff
- stand-downs, suspensions, expulsions and exclusions
- attendance.
Conclusion
Pakaraka School has established a positive learning culture for students and teachers. Students engage well in their learning. Teachers and the board have made good use of external assistance and professional learning to support school improvement.
ERO is likely to carry out the next review in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
1 March 2018
About the School
|
Location
|
Northland
|
|
Ministry of Education profile number
|
1073
|
|
School type
|
Full Primary (Years 1 to 8)
|
|
School roll
|
61
|
|
Gender composition
|
Boys 34
Girls 27
|
|
Ethnic composition
|
Māori
other
|
60
1
|
|
Review team on site
|
December 2017
|
|
Date of this report
|
1 March 2018
|
|
Most recent ERO report(s)
|
Education Review
Education Review
Education Review
|
October 2014
November 2012
October 2009
|