Papakura High School

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Findings

Papakura High School has made significant improvement in its overall performance. Leadership have a continued focus on improving teaching practice and this is leading to accelerated progress for students at risk of not achieving, particularly in NCEA.

1 Background and Context

What is the background and context for this school’s review?

Papakura High School is a large secondary school catering for 886 students from Years 9 to 13. The roll numbers reflect significant growth since 2019. Māori students make up 60 percent of the roll and many whakapapa to Ngāpuhi. Students from Pacific heritage are 30 percent of the roll with Samoan, Tongan and Cook Island as the largest groups.

The school has a longstanding relationship with Ngāti Tamaoho and connections to Tainui - Waikato Kīngitanga and the local Papakura marae. The school enjoys strong support and guidance from a local kaumatua.

The school has recently appointed an experienced principal at the start of 2021. A significant number of new staff have also been appointed, including heads of departments, teachers, and a Learning Support Coordinator (LSC). Roll growth has contributed to this expansion of staffing.

The board of trustees elected a new chairperson in February 2020, and three community whānau representatives joined the board towards the end of 2019. The board has also retained some experienced members and is more representative of the Papakura community.

The Ministry of Education appointed a Limited Statutory Manager (LSM) in mid-2018. This role assisted the board to undertake curriculum and achievement reporting and employment responsibilities. The LSM and external expertise supported the board through the new principal’s appointment process. The LSM completed her role with the school in August 2021.

The school continues to be a member of the Kāhui Ako ki Papakura. The new principal is focused on growing meaningful whānau engagement and connecting with the school’s wider community. The school has been involved in a longitudinal evaluation process with ERO to support continuous school improvement.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

ERO identified four priority areas to monitor and evaluate school progress and performance to improve student outcomes. These are:

  • the provision of a positive and safe school culture and student wellbeing services
  • learner outcomes: attendance, learning opportunities, progress and achievement
  • teaching effectiveness and impact for students
  • leadership effectiveness and impact for students.

The provision of a safe and positive school culture and student wellbeing services

A sustained focus on improving school conditions and services continues to support student wellbeing and learning. This is strengthening students’ sense of belonging and success as learners. Promoting a positive and supportive learning environment for students is a continuing priority for school leaders.

The school culture is increasingly inclusive and celebrates students’ diverse cultures, languages and identities. Te ao Māori is becoming well embedded in school practices and events. Students take pride in being a member of the school community and in representing their school. This is an area of significant progress and improvement.

Whānau structures have progressed and strengthened to focus on growing students’ engagement and success as learners. Whānau staff and student leadership roles continue to expand. These key school structures support students’ sense of belonging and are broadening learning opportunities, including some careers education. Tuakana/teina practices are being enhanced.

The student support and services team works collaboratively in response to students’ changing requirements. Innovative approaches are used to enable students to seamlessly access services, including external agencies, when needed. The Ka Ora, Ka Ako lunch scheme has been well implemented with students enjoying daily access to a range of healthy lunches.

The board has received a comprehensive report of students’ access to the school’s wellbeing services. The school is about to undertake a wellbeing survey for students, staff, and the parent/whānau community. This should help identify areas of strength and areas that require additional targeted actions to continue to build the school community’s resilience and capacity to navigate change.

Learner outcomes: attendance, learning opportunities, progress and achievement

Attendance levels have increased since 2019, with a significant boost after COVID-19 closures in 2020. An annual school improvement target and specific resources continue to focus on further increasing attendance levels to ensure more students are actively participating in learning.

School processes for managing stand downs showed significant improvement in 2020. While student stand down numbers have increased in 2021, suspensions continue to be very low. This reflects a commitment to finding personalised pathways, increasing supports and addressing incidents to reinforce school values and expected behaviours.

Curriculum programmes continue to expand to respond to student interest including the service academy, Rūmaki Reo, access to trades, and other work and study pathways. There is a proactive approach to ensure students can access more global learning opportunities through digital technologies. Students access the virtual learning network (VLN) for curriculum areas not yet available on site.

Student leadership continues to grow through a planned and progressive approach from Years 9 to 13. There is recognition of the importance of developing this in a deliberate and considered way. Student perspectives are valued and increasingly used to inform school improvements. This remains an ongoing focus to ensure student views are known and responded to.

Students value the increasing breadth of co-curricular activities. These include sports, cultural events, the arts, and growth of clubs particularly for coding and other higher interest areas. Students appreciate having access to and participating in more learning experiences inside and outside of school. Police studies is valued as a possible future pathway.

The learning support area of the school has been strengthened by the appointment of the LSC, which should assist with the current review of this critical area. This work should help strengthen the role of connected learning supports for all students that require assistance to be successful learners. It should also improve the depth of evaluation and reporting to the board in relation to the impact of learning support services.

Years 9 and 10 progress and achievement

Te Tohu Rangatira is the school learning and engagement approach for Year 10 students. It continues to provide students with a clear framework to build self-management skills and increase ownership of their learning. This contributes to students’ ability to better manage learning for National Certificates of Educational Achievement (NCEA) in Year 11. Building on the success of Te Tohu, the Year 9 Kia Puawai programme has begun and focuses on students’ transition to high school and goal setting before entering the Year 10 Te Tohu programme.

The board received Years 9 and 10 student achievement information for reading and mathematics based on the Progressive Achievement Tests (PAT). Writing data based on the Assessment Tools for Learning (asTTle) was also reported. This data indicates that many students require more targeted support to improve their literacy and mathematical knowledge and skills.

Trustees are aware of the importance of strengthening their achievement targets for Years 9 and 10 and having complete data sets. More strategic actions are needed to enable students to make accelerated progress in foundational learning skills. This will be essential for changes coming to NCEA. More detailed analysis and reporting would help the board and school leaders to earlier identify specific groups of students who require more support and intervention. Improving teacher planning to better cater for student learning requirements is a critical area for strategy and focus.

NCEA and future pathways

The school is making a positive difference in NCEA achievement. Since 2018, sustained progress is evident in lifting student success in NCEA Levels 1 to 3. This is reflected between 2019 and 2020 in the increased numbers of students leaving school with at least NCEA Level 2.

Students’ overall success in NCEA Levels 1 and 2 qualifications has improved significantly between 2018 and 2020 to be just above other similar schools. A positive lift in NCEA Level 3 is also evident and expectations continue to increase. More students are engaged in external examinations, and teaching is improving to ensure students can equitably access these opportunities.

University Entrance (UE) results rose but still remain low compared with similar schools. Females at all year levels have made valuable gains. Male Level 3 and UE results increased but declined in NCEA Levels 1 and 2. The school is making good use of this information and continuing to explore a range of pathways for all students, particularly males, to have greater success.

Qualification success for Māori students lifted significantly in NCEA Levels 2 and 3 and declined slightly at Level 1 in 2020. NCEA Levels 2 and 3 results are above the national average and other similar schools. Pacific student NCEA results have also improved since 2018 with more progress at NCEA Level 3. Pacific students’ NCEA results exceed similar schools nationally.

There is a sustained focus on lifting the quality of qualifications, resulting in more subject and certificate merit and excellence endorsements. Continuing to improve the achievement and quality of NCEA qualifications, merit and excellence endorsements and vocational pathways remains the next key priority.

Strategic work in providing students with a breadth of pathways is strongly evident. This includes work with trades academies for access to building careers and mechanical pathways at Manurewa High Trades Academy (MHTA). Greater access to science, technology, engineering and mathematics (STEM) pathways is also a priority in this school. Board reporting on this area is planned to enable trustees to consider a wider range of valued student outcomes.

Teaching effectiveness and impact for students

Teaching effectiveness continues to develop, and more teachers are demonstrating culturally responsive and adaptive practices that purposefully engage students in learning. This continues to be a long-term priority for teacher development. Other priorities include strengthening the overall curriculum framework and implementing school expectations for effective teaching.

The lead team for teaching and learning worked through 2020 to refresh the pou that underpin teaching practice expectations using research and consultation with staff. The four new pou are becoming better understood as staff explore what these mean in teaching practice. The school values were recently refreshed as part of this work. Further consideration of future school structures are being explored by a group focused on strategic curriculum developments.

Well planned school processes support teachers to grow their professional practice. This includes the pedagogical lead team that provides feedback on teaching and offers suggestions. A critical friend assists each teacher to inquire into the pou, their link to the standards for teachers and other aspects of teaching. Observational feedback helps with critical reflections as part of the professional growth cycle. A programme of induction and mentoring is in place to assist new teachers.

Curriculum leaders continue to improve their ability to inquire and evaluate progress and achievement in their learning areas. They report annually on NCEA results and successes. Many middle leaders reflect on what actions improved learning and NCEA results. Increasing the focus on teaching strategies that worked would be helpful in all the curriculum reports. Continuing to strengthen the depth of inquiry and evaluation to guide the board’s strategic curriculum decisions is a next step.

Early progress is noted with implementing the new mathematics professional development for teachers to help students make better progress in Years 9 and 10. This work is a worthwhile key focus area. It has the potential to enable more students to have equitable access to the senior curriculum areas that use mathematical knowledge and skills.

The board is directly funding two key student initiatives for 2021 and 2022. Intended outcomes and accountabilities for the services academy and Rūmaki Reo programme are clearly articulated. Trustees understand the importance of providing programmes, lifting expectations, having clear intended student outcomes, to ensure student outcomes progress over time.

Leadership effectiveness and impact for students

Significant growth in professional leadership continues to sustain ongoing improvements for students, staff, whānau, and the community. School leaders are collaborative and critically reflective about their roles and responsibilities.

The use of evidence, ongoing monitoring and evaluative thinking has significantly progressed. Senior and middle leaders, along with teachers, now access opportunities that enable them to grow their leadership skills. These include developing external professional leadership mentoring and networks.

The stewardship capacity of the board has increased significantly. Trustees have a clearer understanding about their roles, responsibilities and accountabilities to students, staff and whānau. Better scrutiny of data and clarity around processes is evident. Whānau and family engagement in school events continues to grow. Trustees are focused on lifting equity and excellence in opportunities and outcomes.

External expertise is well used to support ongoing improvement. This includes the LSM’s support for employment and curriculum matters. New Zealand School Trustees Association (NZSTA) regularly provide targeted training to support the board to proactively respond to new requirements. There is a systematic approach to reviewing policies, procedures and practices that guide school operations. Significant progress is noted in the depth of review and readiness to manage legislative changes.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

The school is much better placed to sustain and to continue to improve its performance for students. School leaders operate collaboratively, display adaptive leadership practices and have made significant growth.

The board has made significant progress in building its stewardship effectiveness since 2019. Trustees and leaders work constructively to manage change. Board expectations for resourcing decisions to have a clear impact on student outcomes have strengthened. There is a clear focus on lifting expectations for students’ success over time.

Trustees continue to work towards expanding and deepening the school’s connections with Ngāti Tamaoho iwi and whānau Māori. The board is well positioned to implement the new requirements in the Education and Training Act 2020. This includes student, whānau and community consultation for redeveloping the school curriculum and the enabling strategic plan.

Key next steps

School leaders and the board recognise the importance of sustaining the positive improvement in student outcomes. To continue this momentum, the design of the school curriculum needs to be carefully planned and systematically implemented. This includes:

  • developing the overarching curriculum framework for giving effect to The New Zealand Curriculum (NZC) values, key competencies and curriculum areas and the key role of literacy
  • continuing to develop the curriculum framework for Te Marautanga o Aotearoa for Rūmaki Reo and its place within the school’s overall curriculum
  • building teacher and student understanding of assessment for learning as part of students’ ownership of their learning
  • further clarifying the expectations for effective culturally responsive and adaptive teaching and how it links to and enacts the four school pou
  • continuing to develop suitable implementation structures for the curriculum, including consideration of how these will support equitable access to the curriculum, particularly for Years 9 and 10 students.

The board and school leaders should continue to build on the valuable progress made in data analysis and reporting to better guide trustees’ strategic resourcing decisions for improving valued outcomes for students. Priorities include:

  • using Years 9 and 10 progress and achievement reports in literacy and mathematics to identify and regularly monitor students who require extra support to improve their progress and achievement
  • sustaining a collective focus on the intended outcomes for the services academy and Rūmaki Reo, including regular progress reports towards achieving these goals.

The board, leaders and staff should continue to build on the improved relational trust with the school community to increase whānau and local iwi engagement. This includes consultation and learning partnerships to develop:

  • a graduate profile, refresh the school curriculum and school strategic plan
  • specific provisions for Pacific students and families to increase equity and excellence.

4 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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

The board and school leaders have undertaken a comprehensive review of their policies, procedures and practices. They have identified the following actions:

  • consult with the school community at least every two years to adopt a statement on the delivery of the health curriculum [Section 91 Education and Training Act 2020]
  • in consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students. [NAG 1(e)].

The board and school leaders identified that they will further strengthen school guidelines for:

  • supporting students with severe behavioural requirements and review restraint provisions, training and practices to better reflect recent legislative changes.

5 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the school continue to work with external curriculum expertise, including the Ministry of Education to design and implement the school curriculum. This includes progressing the ongoing work in redeveloping the school’s learning support provision.

6 Conclusion

Papakura High School has made significant improvement in its overall performance. Leadership have a continued focus on improving teaching practice and this is leading to accelerated progress for students at risk of not achieving, particularly in NCEA.

The board receives better student achievement information and are able to make informed resourcing decisions. The board is much better placed to sustain ongoing school improvement for students, staff, whānau and the wider school community.

On the basis of the findings of this review, ERO’s overall evaluation judgement is that Papakura High School has made very good progress and will transition into ERO’s School: Evaluation for Improvement | Te Ara Huarau approach.

Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki

29 October 2021

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Findings

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Papakura High School’s performance in achieving valued outcomes for its students is: Developing.

The school has made significant improvement. The quality of teaching and curriculum design requires further development to improve student outcomes. ERO will continue communication with the Ministry, the LSM, the board, and school leadership. ERO will provide evaluation services to continue to support school improvement and to inform sustainability.

1 Background and Context

What is the background and context for this school’s review?

Papakura High School caters for 636 students in Years 9 to 13. Students who identify as Māori make up 59 percent of the roll. Samoan, Tongan, and Cook Island Māori students make up 29 percent of the roll. The school has connections with Ngāti Tamaoho and Tainui-Waikato Kiingitanga and the local Papakura marae. A kaumatua provides active, ongoing support and guidance to the school.

The 2015 ERO report identified significant concerns regarding student outcomes, student access to effective teaching and learning opportunities, school leadership, personnel management, and governance. Pastoral care and student wellbeing required improvement. The school property was in poor condition and the proposed rebuild was set aside by the Ministry of Education (the Ministry).

In response to the 2015 ERO report, the Ministry appointed a Limited Statutory Manager (LSM) with board powers for employment and personnel, governance and curriculum. Three different LSMs have worked with the school over five years.

Since 2015, significant staffing changes have occurred. In 2016 an experienced principal was appointed with the Ministry of Education principal recruitment allowance (PRA). The Ministry supported the school with additional staffing, including seconding an experienced school leader to help redevelop the school curriculum. Many new staff have been appointed including provisionally certificated teachers.

The recently elected board of trustees experienced significant change. The board retained two experienced members. The New Zealand School Trustees Association (NZSTA) has provided ongoing governance support alongside the LSM.

The school is a member of the Papakura Community of Learning | Kāhui Ako which includes a focus on raising student literacy and mathematics learning. The school is also a member of the Kootuitui Trust for digital citizenship which is part of the Manaaiakalani Education Trust.

ERO has closely monitored and evaluated school progress over the past two years to support school improvement. ERO has met regularly with school leaders, trustees, students, teachers, staff, community representatives and representatives from the Ministry.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Papakura High School is increasing its effectiveness to address the key areas for review and development identified by ERO in 2015. The range and depth of the required improvements were substantial and serious.

Leaders and staff are steadily improving outcomes for learners. Leaders have worked with determination to better serve students and their school community. Students, whānau, trustees and staff are expressing an increased optimism and pride in their school.

School conditions and the climate for student learning have improved substantially. There is an inclusive school climate and sense of community that celebrates students’ diversity, heritage, language and culture.

While student learning and achievement outcomes have improved, in some key areas, substantial improvement is still required. Crucial to achieving longer term improvement is a more engaging, relevant and responsive curriculum, with more effective teaching practices.

Higher levels of accountability for performance and effectiveness are beginning to develop. Further strengthening leadership, and a sustained focus on monitoring, evaluating and reporting student progress and achievement are required.

Priorities identified for review and development

ERO identified four priority areas to monitor and evaluate school progress and performance to improve student outcomes. These were:

  • the provision of a positive and safe school culture and student wellbeing services

  • learner outcomes: attendance, learning opportunities, progress and achievement

  • teaching effectiveness and impact for students

  • leadership effectiveness and impact for students.

The provision of a positive and safe school culture and student wellbeing services

Significant progress is evident in the development of a more positive school learning environment that values students’ culture, language and identity. Underpinning the school’s overall progress is the provision of a supportive, whānau-based pastoral care structure and broad student wellbeing provision. The school has much to celebrate as this has had a noticeable impact on the overall school climate. Key highlights include:

  • genuine and reciprocal consultation with the school’s Māori community and the promotion of te ao Māori and te reo Māori

  • new whānau structures for pastoral care and valued whānau events that promote students’ strong sense of belonging and connection to the school

  • school celebrations that reinforce the school expectations and celebrate students’ success in learning and achievement, sporting and cultural excellence, and attendance

  • the restoration of the school’s wharenui, Te Kahurangi, to celebrate its 40th anniversary and to reset its place as the heart of the school

  • the completion of the new school fale to celebrate, affirm and honour students’ Pacific heritage

  • other physical property improvements to promote learning and school pride alongside higher expectations for positive classroom learning behaviours.

The school proactively builds whānau and wider educational networks to enhance services to promote student health and wellbeing. Results from the April 2019 Years 9 and 10 student wellbeing survey show good progress and positive areas compared with other schools nationally. Leaders are beginning to formally report on student wellbeing to the board to inform further improvement.

Learner outcomes: attendance, learning opportunities, progress and achievement

Good progress is evident in establishing the conditions for learning and improving valued student outcomes. Key areas of progress are evident and these include:

  • an explicit, schoolwide focus on lifting student attendance, as attendance levels remain a significant concern, with more targeted actions planned for in 2020 to increase the number of students attending 90 percent of the time

  • the use of restorative practices contributing to a notable reduction in the number of student stand-downs, suspensions and exclusions from the peak in 2015

  • the significant growth in student leadership opportunities, particularly for seniors, to enable students to learn new skills, lead activities and become positive role models

  • more students regularly participating in co-curricular activities

  • students accessing a broader range of educational opportunities and pathways to employment

  • involvement in the Kootuitui Trust to increase student access to digital learning opportunities and technologies.

National Certificates of Educational Achievement (NCEA)

The overall quality and level of student achievement in NCEA still requires significant development through even more systematic school processes and targeted actions.

Increased numbers of students are leaving school with at least NCEA Level 2. Between 2015 and 2018, the percentage of school leavers attaining NCEA Level 2 rose from 34 percent to 54 percent. The number of students remaining at school until 17 years of age increased by 10 percent between 2016 and 2018. Both areas require further improvement to ensure a positive trend over time.

Internal systems for tracking and monitoring students’ NCEA progress and achievement have improved. The current LSM has helped develop useful reporting on student achievement to the board. Further work is required to improve the quality of evaluation in reporting to inform decision making and continue to raise the overall levels of student achievement.

Recent 2019 reports to the board show an increase in individual student NCEA credit attainment over the past nine months, particularly in NCEA Level 1. Reporting on merit and excellent endorsements in NCEA subjects and certificates has just started.

Overall, school expectations are lifting. Most senior students are enrolled in external NCEA standards, to offer them more diverse pathways. Some teachers require ongoing classroom support to teach to the required curriculum level, and help students experience more success.

The school is implementing targeted programmes to raise Māori achievement. The achievement of Māori boys is of concern to school leaders.

The board received useful curriculum area reports with some middle leaders showing a considered response to data to inform how they will improve teaching and student learning. The recently introduced mid-year curriculum reports include a presentation to the board. These practices are increasing middle leadership accountability for student outcomes.

Years 9 and 10 Achievement

The Kootuitui Trust reports on Years 9 and 10 progress and achievement show evidence of accelerated progress in literacy and mathematics by Year 10 students. Evaluative school reporting is required to identify successful teaching strategies and any other factors behind this success to improve overall outcomes for students in the junior school.

The new Year 10 Te Tohu Rangatira achievement strategy has seen 80 percent of students reaching the school target by mid-2019. This is raising students’ expectations of themselves, and helping students to set goals and reach completion targets. Developing a suitable Year 9 programme is now a priority. Ensuring regular reporting to the board on student progress in Years 9 and 10 is required.

Teaching effectiveness and impact for students

Leaders have increased expectations for teaching effectiveness and formalised the expected school-wide teaching practices. There are some good teaching practices in the school, however teaching effectiveness remains highly variable. A next step is to regularly evaluate the impact of teaching on student outcomes. The school appraisal process meets Teaching Council New Zealand|Matatū Aotearoa guidelines.

The Ministry seconded school leader coordinated a comprehensive curriculum stocktake that resulted in schoolwide teaching expectations. School-led consultation with the community has resulted in values which meaningfully connect to culturally responsive teaching practices. Year 9 teachers now use a common planning approach that also connects teaching and the school values.

Leaders and teachers are developing their responsiveness to student data trends and patterns. Students are increasingly being identified for in-class support and more targeted teaching. The learning support area of the school has recently increased the number of students it assists through specific programmes and referrals to external agencies. These programmes require robust evaluation to determine their impact on student learning outcomes.

Staff are more regularly participating in and leading internal professional learning and development. A collaborative teaching environment is developing. Increasing the overall capability and capacity of staff, to meet the diverse and wide range of learning requirements of students, remains a priority for leaders. This requires additional external professional support and mentoring, with rigorous internal evaluation.

Leadership and trustee effectiveness and impact for students

Strong professional leadership has led to ongoing school improvement. Leaders have reset a positive, more orderly climate for learning, and developed positive relationships with the community and students. They show resilience, empathy, care and compassion for students and their whānau. The principal has clearly promoted a student-centred and future-focused school improvement approach.

School leaders are growing their capacity to lead and manage change, including curriculum redevelopment. Continuing to grow leaders’ capabilities and staff performance remains a critical priority. Several curriculum leaders require ongoing support to raise the quality of their leadership to improve outcomes for students in their curriculum areas. External appraisal of the senior leadership team is in place to help support the growth of professional leadership and manage accountability.

The previous board led a comprehensive review of its governance policy and procedure framework. This has been an in-depth and evidence-based process to establish the foundation for effective governance as the new board implements the framework.

The board’s recently documented discussions around student attendance, progress and achievement show progress. This requires consolidation into board practice as the board embeds regular student progress and achievement reporting. This is essential to enable trustees to scrutinise school effectiveness and consider school performance in relation to other schools.

Community partnerships are becoming reciprocal. In August 2019, the board co-opted three whānau representatives to strengthen this important connection to the school’s Māori community. This is significant progress in the school. A core group of between 30 to 50 Māori whānau regularly meet strengthening learning partnerships with the school and informing the strategic direction.

The board and school leaders are strengthening the connections and relationships with Pacific communities and families to promote learning partnerships and further consultation. This will increase Pacific communities input in the development of the curriculum, and the school’s strategic direction and decision making.

Key Priorities
  1. Improve the quality of teaching. Continue to redevelop the school curriculum and fully integrate school values.

  • Continue to implement the new school-wide teaching expectations and practices. Ensure effective literacy and mathematics teaching strategies underpin classroom teaching practices. Provide sufficient literacy and mathematics leadership to support effective teaching so that students can access the curriculum.

  • Develop more personalised, curriculum-based strategies to engage students and increase the number of students attending school 90 percent of the time. Set an annual student attendance target.

  • Access external curriculum leadership expertise to increase middle leaders’ capacity to develop a responsive and meaningful curriculum.

  • Ensure all students are involved in and can access careers education, advice and guidance from Year 9. Enable students to access a wider range of meaningful curriculum pathways.

  • Increase students’ ability to confidently self-manage and lead their learning and expand students’ opportunities to make choices and decisions about their learning.

  • Provide targeted support and implement programmes to engage more Māori boys in education including effective teaching strategies.

  1. Build school-wide data literacy, increase target setting, monitoring and evaluation processes.

  • Use Years 9 and 10 literacy and mathematics data to set targets, strengthen teaching and learning programmes, and accelerate student learning. Use evaluation to document strategies and practices that accelerate student learning.

  • Strengthen board reporting, more closely monitor improvement targets to increase student outcomes.

    • Set a school leavers’ annual target based on gaining at least NCEA Level 2 and closely monitor and report on school progress and in relation to other schools.

    • Set targets for NCEA endorsements, receive regular reports to monitor progress and take further action to increase the current endorsement levels.

  • Building on the current good practices, formalise a schoolwide student wellbeing strategy and report on the outcomes of the strategy.
  • Develop the analysis and reporting of the impact of the pastoral care, whānau system and student support services to determine their sufficiency and effectiveness.
  1. Continue to improve the quality of stewardship in all areas of governance.

  • Operationalise, the new policy and procedure framework and work plan.

  • Work productively with external providers, and strengthen their role and responsibilities in curriculum and employment responsibilities, and as Crown representatives.

  • Regularly receive, and then scrutinise, evaluative reports to make effective strategic decisions that accelerate student learning and increase student outcomes.

  1. Further develop and then sustain school leadership.

  • Develop a sustainable leadership approach, manage staff wellbeing, and manage the pace of change.

  • Use external support, mentoring, coaching and appraisal to help school leaders refresh, enhance, balance and extend their professional leadership capabilities.

  • Consolidate school leadership roles and responsibilities.

  • Personalise leadership development to meet leaders’ individual needs.

  • Increase leaders’ involvement in external leadership networks.

  • Expand opportunities to visit other schools and engage in leadership exchanges.

  • Increase accountability for effective professional leadership to improve student outcomes.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

The school is increasing its capacity to improve its performance. School leaders, staff and trustees have made key improvements and several staffing appointments to begin to transform the school. The roll has increased, and community confidence is improving. Student management strategies are increasingly more effective. The board and leaders are thinking strategically and refreshing the strategic plan.

Leaders and staff continue to implement new initiatives designed to improve student outcomes. Sustained, improved student outcomes are not yet substantial enough. The school is still facing serious recruitment and ongoing staffing challenges. This is a key area to progress, using external Ministry support, to increase the internal curriculum expertise and accelerate student learning.

The next 12 months are a critical time for the board to become self-managing, for the quality of teaching to improve and a stable positive trajectory of improvement in attendance, NCEA and Years 9 and 10 learning outcomes to become more evident.

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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the Ministry continues to provide a high-level of external support to the school to address:

  • employment and personnel matters, including a staffing strategy for a hard to staff school

  • curriculum implementation, including increased evaluation of the impact of teaching and more regular evaluation and reporting to the board.

The targeted support should remain in place until students achieve more equitable and excellent learner outcomes with a sustained positive trajectory of learning and student achievement, including higher levels of regular student attendance.

Conclusion

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Papakura High School’s performance in achieving valued outcomes for its students is: Developing.

The school has made significant improvement. The quality of teaching and curriculum design requires further development to improve student outcomes. ERO will continue communication with the Ministry, the LSM, the board, and school leadership. ERO will provide evaluation services to continue to support school improvement and to inform sustainability.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

3 February 2020

About the School

Location

Papakura, Auckland

Ministry of Education profile number

101

School type

Secondary Years 9 to 15

School roll

636

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori
NZ European/Pākehā
Samoan
Tongan
Cook Island Māori
other ethnic groups

59%
6%
16%
9%
4%
6%

Special Features

Papakura Activity Centre Te Aoatea Alternative Education

Review team on site

September 2019

Date of this report

3 February 2020

Most recent ERO report(s)

Education Review
Education Review
Education Review

September 2015
June 2013
July 2011