38 Coronation Street , Paeroa
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Paeroa Christian School, a small integrated state school, provides education for students in Years 1 to 8. The school’s special Christian character is supported by its vision of ‘Growing Generations God’s Way’. This vision is underpinned by the school’s values of hauora, wairua, manaakitanga, hiringa and mātauranga.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| Outcomes for learners show continuous improvement over time. |
| Collaborative leadership is strengthening learning relationships with parents, whānau, Māori and the wider community. |
| Learners benefit from a collaboratively planned and a balanced school curriculum, within a Christian world view. |
| Key conditions, which underpin a positive school experience for learners, are being strengthened. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children.
Shelley Booysen
Director of Schools
28 August 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of May 2024, the Paeroa Christian School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO has identified the following area of non-compliance during the board assurance process:
The board has since taken steps to address the area of non-compliance identified.
For further information please contact Paeroa Christian School, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
28 August 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Paeroa Christian School’s performance in achieving valued outcomes for its students is: Developing.
Paeroa Christian School is a small state integrated school catering for students in Years 1 to 8. It is located in Paeroa. The current roll of 57 includes 16 students who identify as Māori. The school’s special Christian character is supported by its vision of ‘Growing Generations God’s Way’. The school mission is to provide a balanced Christian education where children are nurtured to their full potential and prepared, so they may give service to God and their community.
The 2018 ERO report identified several areas that required significant review and development. A new chairperson now leads the board of trustees and there continues to be a positive working relationship between the school and the board of proprietors. There have been a number of changes to the teaching staff and the school roll has increased.
The school has been effective in addressing the areas for review and development, and aspects of non-compliance identified in the 2018 ERO report.
Systems and processes for the collation and use of assessment data have been strengthened and aligned. This has enabled trustees, leaders and teachers to use data more effectively to support learning.
Assessment information is used well by leaders and teachers to identify students who are at risk of underachieving and to identify their learning needs. Assessment processes have been simplified and aligned to current theory and best practice. The system for making overall teacher judgements about student achievement and progress has been significantly strengthened.
Teachers have developed an effective system for monitoring and tracking the progress of students at risk of underachieving. The tracking tool includes baseline data for each student, a goal for the end of term that requires accelerated progress, suggested teaching strategies to achieve acceleration, outcomes and evaluative reflections.
Trustees now understand the need to track the progress of at-risk students as an important part of their stewardship role. The school charter for 2020 includes appropriate targets that focus on accelerating the progress of all students who are at risk of underachieving. Trustees receive termly progress reports against these targets and summaries of student achievement against benchmark expectations twice a year. This information enables them to maintain a focus on accelerating progress for at risk learners.
A key next step for teachers is to continue to strengthen and refine their use of learning progressions, particularly in planning and assessment.
High expectations for quality teaching in relation to the school’s curriculum are evident in teacher practice and in some documentation.
Students benefit from warm, caring relationships with teachers. A relational approach to student behaviour management focuses on students learning social skills and managing emotions. School values are promoted, and students are encouraged to be the best they can be. The special Christian character of the school is clearly evident in classroom and school-wide programmes. In class students are settled and on task. Outside the classroom students feel safe to be themselves.
The identity of Māori students as Māori, and of others as bicultural citizens is well promoted. Teachers use a sequential approach to teaching te reo Māori and integrate it into daily interactions. Māori knowledge and perspectives are evident in classroom programmes. The school is proactive in developing a strong relationship with local iwi.
Effective systems are in place to identify and cater for students with diverse needs, and there is strong pastoral support for students and whānau who need this. The school also accesses appropriate external specialist support for these students.
Students are well supported to take responsibility for their own learning. Systems in classrooms enable students to understand their levels of achievement in reading, writing and mathematics and set appropriate learning goals. Students are able to follow their own interests in learning and student voice is used when programmes and initiatives are evaluated.
A key next step for the school is to complete the process of documenting a coherent local curriculum.
A process for appraising teachers has been developed, which includes a system for monitoring registration status and expiry dates. This process meets current Teaching Council requirements and has contributed to improved teaching practice. The principal is regularly appraised by an external provider.
A key next step for the school is to review the teacher appraisal process.
Paeroa Christian School is developing effective processes and practices to sustain and continue to improve its performance.
The school is establishing a foundation of values, leadership, tone and relationships necessary to sustain and improve student learning. This foundation includes the positive enactment of its special Christian character and increasing cultural responsiveness to support Māori students.
A strategic focus on improving outcomes for students at risk is now evident. Annual achievement targets, the tracking and monitoring of student progress, and ongoing analysis of outcomes, support a sustainable cycle of planning, improvement and self-review.
The school is building its capability to sustain and continue to improve student achievement. School data for 2017-2019 shows improvements in schoolwide levels of achievement and increasingly equitable outcomes for boys and girls.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
In order to improve current practice, the school should now:
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Paeroa Christian School’s performance in achieving valued outcomes for its students is: Developing.
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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
29 June 2020
Paeroa Christian School is a small, state integrated full primary school for students Years in 1 to 8. It is located in the township of Paeroa and has a roll of 39. The school states in its vision a commitment to Growing generations God’s way. The school’s Christian values are grounded in relationships, and everything learned is through the lens of God’s word.
Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:
reading, writing and mathematics.
Overall students are achieving well in writing and mathematics in relation to curriculum expectations. The school reports that in 2017 the majority of its students, including Māori, are achieving at expected levels in reading, writing and mathematics. Disparity trends for gender groups have varied over the last three years. In 2017 boys out performed girls in mathematics. The overall achievement of Māori students is lower than their Pākehā peers.
The school is unable to demonstrate and report school-wide rates of progress. School-wide targets for achievement do not identify those students that are not progressing or are at risk of not achieving.
The board is committed to equitable learning opportunities for students. Additional funding has been allocated to staffing. This has enabled smaller class sizes in the morning and is contributing to more differentiated teaching, particularly for at-risk learners.
The school has an inclusive and supportive culture. This is underpinned by Christian values. Positive and respectful relationships are evident with adults and among children. Parents are welcome at the school and contribute to a range of school activities. Leaders and teachers draw on external agencies and church personnel to provide pastoral care for students and families. These support networks are assisting children to experience success and engage confidently in their learning.
Teachers closely monitor individual student progress. Students who are at risk of underachieving are identified and have specific learning plans. These students experience some rich and meaningful learning opportunities that contribute to their engagement and progress.
Management and use of achievement information needs development. Aspects for improvement and development are:
school-wide targeted achievement processes and planning
data collation and analysis
school-wide expectations and understandings, and use of assessment tools
identifying and reporting rates of progress, practically for students who are under achieving.
The curriculum is in urgent need for review and development. Immediate priority should be given to:
developing clear guidelines and expectations for teaching, learning and assessment
developing teaching strategies and practices that promote student self management of their learning.
Performance management systems need to be developed and consistently implemented. In 2017 there was no staff appraisal. There are no systems for monitoring teacher registration including expiry dates of individual teachers.
Before the review, the board 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 the following:
board administration
curriculum
management of health, safety and welfare
personnel management
finance
asset management.
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration and certification
processes for appointing staff
stand down, suspension, expulsion and exclusion of students
attendance
school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.
Systems, processes and practices around appraisal requires improvement. There is an urgent need for the school to implement systems for monitoring and recording teacher registration status.
ERO identified non-compliance in relation to personnel and curriculum management.
In order to address this, the board of trustees must:
ensure that it employs only registered teachers [Section 350(1)Education Act 1989]
consult with the Māori community to improve the progress and achievement of Māori students [NAG 1(e)]
document school guidelines for teaching and learning programmes. [NAG1(a)]
To improve current practice, the board of trustees should:
strengthen performance management systems and practices for school leaders and staff
work towards offering students opportunities for learning a second language in Years 7 to 8.
For sustained improvement and future learner success, the school can draw on existing strengths in:
resource provision by the board that is supporting students to achieve their learning potential
an inclusive culture that is creating a positive environment for learning
teaching practice that identifies individual learning needs and closely monitors progress.
For sustained improvement and future learner success, priorities for further development are in:
the scrutiny of school wide achievement data to focus annual targets on identified groups of at risk learners
developing a responsive curriculum that provides clear expectations for teaching practice
implementing a robust performance management system that meets legislative requirements and leads to consistently high levels of teacher performance
targeted planning to accelerate learning
[ERO will monitor and discuss progress with the school.]
internal evaluation processes and practices
[ERO will provide an internal evaluation workshop for trustees and senior leaders.]
ERO recommends that the Ministry of Education consider providing support for the school in order to bring about improvement in:
targeted planning to accelerate learning
internal evaluation processes and practices.
ERO intends to carry out a process of ongoing external evaluation to support development over the course of one-to-two years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
11 June 2018
|
Location |
Paeroa |
|
Ministry of Education profile number |
1169 |
|
School type |
Full Primary Years 1-8 |
|
School roll |
39 |
|
Gender composition |
Boys 20 Girls 19 |
|
Ethnic composition |
Māori 9 |
|
Provision of Māori medium education |
No |
|
Review team on site |
March 2018 |
|
Date of this report |
11 June 2018 |
|
Most recent ERO report(s) |
Education Review February 2015 |