Paparimu School

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School Context

Paparimu School is a small rural school near the Hunua Ranges. The school caters for students in Years 1 to 8.

The school motto of ‘living rural, growing global learners’ reflects the aspirations of the school’s community. The school values of PRIDE (Passion, Respect, Integrity, Diversity and Excellence) have been further developed and are visible throughout the school. The strategic priorities for 2019 are ako (promote student learning engagement), manaakitanga (positive and inclusive culture) and mahi tahi (partnerships with and engaging whānau). The roll of 30 students has grown since the last ERO report in November 2015 and this has included a number of students requiring additional learning support. The school has experienced consistent leadership and governance. Teachers have been involved in ongoing professional development through the Positive Behaviour for Learning (PB4L) program.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:

  • reading, writing and mathematics

  • progress towards and achievement of school targets

  • student wellbeing

  • programmes for students requiring additional learning support

  • attendance.

Paparimu School is part of the Pukekohe Community of Learning I Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is working towards equitable and excellent outcomes for most of its students. The school’s 2018 student achievement data shows that most students are achieving at or above national expectations in reading and a large majority in writing. Less than half are achieving in mathematics. There have been consistent levels of achievement in reading over time. There is gender disparity in achievement in reading, writing and mathematics where girls outperform boys. Wellbeing information indicates a positive school culture where children feel supported and safe.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is effectively accelerating the progress for most students at risk of not achieving in reading and writing. Leaders and teachers monitor individual data to show progress over time. The school’s collated and analysed 2018 student achievement data show that in reading almost all at risk students made accelerated progress while in writing half of at risk learners made accelerated progress. In mathematics much lower levels of acceleration were evident.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The curriculum effectively makes connections to learners’ lives and prior understandings through localised contexts. Students experience learning in calm and settled environments and have a positive sense of belonging to the school. The localised curriculum is well embedded and reflects the community and environment. Mana whenua are respected and there is a strong commitment to supporting bi-cultural practices. Aspects of formative assessment inform students about their learning and their next steps. Well-resourced classrooms showcase students’ learning and their achievement goals and progress. There are good processes to track and monitor students’ progress. The school values are clear and there are positive tuakana/teina relationships between students that align with the kaupapa of the school. Teacher’s planning and assessment are linked to charter targets and there is a range of appropriate assessment tools to track and monitor student achievement.

Students participate and learn in caring and inclusive learning environments. Those requiring additional learning support are well catered for. Clear processes identify individual learning needs and resources that support individual students’ learning and behavioural goals. The school works with external agencies to support in-school interventions. There are good pastoral care and transition systems in place that support the students and whānau as they start and progress through the school. Students benefit from individualised support interventions to access appropriate learning activities.

Leadership and stewardship ensures a positive and supportive environment that is conducive to student learning and wellbeing. There are collegial and trusted relationships between the leaders, teachers and trustees. Effective school-wide systems have led to more coherent annual, and strategic planning supported by internal evaluation processes which are regularly reviewed, updated and documented. Trustees receive regular analysed student achievement and wellbeing information that inform strategic resourcing decisions. The board evaluate their own performance to promote the awareness and focus on improving student outcomes. Parents and whanau feel well informed about students’ learning and achievement and there are good communication strategies throughout the school community. Parents and whanau also feel involved and welcomed to contribute to the school and are supportive of the culture of learning and care that has developed over time.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

ERO’s evaluation confirms the schools identified next development steps to improve mathematics achievement through:

  • further development using the mathematics learning progressions framework

  • improving students attitudes to mathematics through a focus on mathematical dispositions

  • identifying and implementing best practice teaching strategies to accelerate student mathematics achievement.

3 Board Assurance on Legal Requirements

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Paparimu School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a localised curriculum that engages students in their learning
  • an inclusive learning environment that promotes equitable opportunities for students
  • school-wide systems and processes that track and monitor student achievement
  • experienced leadership and governance that have clear self-review processes.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • implementing best practice teaching strategies to accelerate student mathematics achievement.

Phil Cowie

Director Review and Improvement Services

Central Region

30 July 2019

About the school

Location

Paparimu

Ministry of Education profile number

1425

School type

Full Primary (Years 1 to 8)

School roll

30

Gender composition

Male 15 Female 15

Ethnic composition

Māori 1
NZ European/Pākehā 24
Other 5

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

May 2019

Date of this report

30 July 2019

Most recent ERO report(s)

Education Review November 2015
Education Review February 2013
Education Review May 2011

Findings

Students at Paparimu School experience good quality education. They benefit from a broad curriculum that supports them to develop their thinking. Teaching practices and effective learning relationships cater for students’ diverse requirements. Governance has developed well over the last three years. School leadership is effective and parent partnerships in learning are valued.

ERO is likely to carry out the next review in three years.

1 Context

What are the important features of this school that have an impact on student learning?

Paparimu School, in a valley of the Hunua Ranges, caters for students in Years 1 to 8 in two new and adjoining classrooms. Positive and supportive relationships between staff and students contribute to a settled school tone that is focused on learning.

The school motto of “living rurally, growing global learners” reflects the aspirations of the school’s community. Long-standing relationships between the school and local families provide the school with heart and purpose. Parents and community members actively support school events. Their contributions to the life of the school are valued by the board and staff.

The 2013 ERO report noted positive progress in response to the recommendations of the 2008 and 2011 reviews. These reviews were significant because of the ongoing challenges the board had in governing the school.

The new principal, appointed in October 2014, has worked well with the board to implement the recommendations in ERO's 2013 report. Significant progress has been made in refining policies and procedures so that they more effectively guide trustees and staff to focus on positive outcomes for students. Strategic planning is now aligned with annual planning and is informed by self review. In addition, the school's facilities have been enhanced with a new and well equipped double classroom area.

Networking with other schools and ongoing professional learning and development (PLD) has also helped teachers to address areas for development outlined by ERO in 2013. Student inquiry is more evident. Digital devices are now more available for students to use as part of their learning. The principal and teaching staff support students by sharing achievement information with them. Students acknowledge and share their successes with other students and their parents/whānau. 

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement.

Students are provided with varied opportunities to reflect on their learning. They can easily access achievement information to check how well they are progressing. Students confidently contribute to classroom discussions and support each other by providing feedback about ideas, successes and areas for improvement. They confidently discuss their progress and achievement with their parents and whānau. These facets of teaching and learning practice contribute to students being highly engaged and successful in their learning.

Achievement information is used well to plan programmes that cater for students’ individual learning requirements. They know students well and consider ways in which they can improve their teaching practice. Open communications and responsive practices feature in the two shared classrooms.

Achievement information for 2014 shows that most students achieved at or above the National Standards for reading, writing and mathematics. Students who achieve below the National Standards are supported by a variety of programmes that cater for their particular learning requirements.

The principal and teaching staff report clearly to parents/whānau about how well their children are progressing and achieving in relation to the National Standards. They have ongoing conversations with parents/whānau about their children’s learning. Teachers offer constructive suggestions about how parents/whānau can support learning at home.

The board of trustees has developed its capability to use achievement information to enhance outcomes for all students. Well analysed and regularly reported achievement information is helping trustees to identify where to allocate additional staffing and resources to support underachieving students.

Students with diverse learning needs benefit from the school’s inclusive culture. Appropriate intervention programmes are implemented with parent/whānau involvement.

The principal and teaching staff have identified that a key next step is to increase support for students so that they are better able to identify their own next steps for improving their learning.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum successfully promotes and supports student learning. It reflects the principles of The New Zealand Curriculum by featuring local contexts and having a strong learner focus.

Students’ well developed sense of identity contributes to their confidence as capable learners. Younger students benefit from being exposed to older students’ ideas and contributions. Students have very good opportunities to work collaboratively and independently on their learning.

The principal and teaching staff communicate well with trustees and parents about the language and purpose of a student-led curriculum. Students are very good advocates for the personalised teaching approaches that they experience and value.

Reading, writing and mathematics are well integrated across the curriculum. Students use these learning areas to access the arts, technology, science, social studies, and health and physical education. These important learning areas provide a means for students to gain understandings of the wider world.

Student wellbeing is promoted by the school’s broad curriculum. Education outside the classroom experiences continue to be valued by the school, students and parents. The calf club day, swimming sports and cross country day are highlights in the annual calendar.

The principal is a capable curriculum leader and successfully supports the teaching team to enhance their teaching practice. During 2015 she led a review of the school’s key values and mission statement. Areas that have been identified by the school for further development and review include:

  • strategies to gain more consistency in the delivery of the curriculum
  • ways to build students’ knowledge and understanding of the bicultural heritage of the local area.

How effectively does the school promote educational success for Māori, as Māori?

Māori students achieve well. The teaching team is using the Ministry of Education documents, Tātaiako - Cultural Competencies for Teachers of Māori Learners and Ka Hikitia - Accelerating Success 2013 – 2017, to develop specific strategies for promoting students’ success as Māori. The school acknowledges and respects Māori as tangata whenua, and promotes bicultural approaches. Classroom environments reflect aspects of Māori language and culture. Recent positive initiatives include:

  • a focus on accelerating outcomes for Māori students
  • the introduction of a sequenced and progressive te reo Māori programme
  • establishing a connection with kaumātua, who will be able to help students learn about the bicultural heritage of the local area.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. Ongoing advice that the board has sought from the New Zealand Trustees Association (NZSTA) is having a positive impact on school operations.

The board is future focused and well positioned to make decisions that add value to student learning. Coordinated systems and approaches implemented by the principal and board, with NZSTA support, have contributed to strengthened governance of the school.

The new principal has provided drive and purpose to school developments. Her leadership is well considered and has a focus on promoting equity and excellence. The principal networks extensively and accesses a variety of resources. This enables her to support the professional development of trustees and teachers. Teachers and students have a variety of leadership roles and opportunities across the school.

Relationships with parents/whānau are centred on positive outcomes for students and support the school’s future. Very good self review informs school direction and reflects the perspectives of different community groups.

An effective performance management system supports the principal and teachers in their ongoing development. Teachers inquire into and modify their practice to do things differently for underachieving students.

Trustees are very supportive of the principal and staff. They have a clear understanding of their role and focus on improving student outcomes. The notion of stewardship is evident in the way the board works strategically and collaboratively to achieve the school community’s vision, values, goals and priorities.

Trustees and school leaders plan to explore ways that partnerships with families can be further enhanced. A consultation meeting is planned to ascertain the aspirations of Māori and Pacific families.

In order to enhance the school’s focus on what is best for students, the board is considering ways to formally review its governance roles and responsibilities. This inquiry will build on the very good evaluation processes used school wide. Trustees could review how they might more effectively use student achievement information in decision making. The board is aware that it currently has insufficient elected members to be properly constituted. It is taking appropriate actions based on NZSTA advice to remedy this situation.

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. 

During the review, ERO identified one area of non-compliance. To address this matter the board must ensure that another trustee is elected so it meets requirements for being properly constituted.

Education Act 1989, Section 94

Conclusion

Students at Paparimu School experience good quality education. They benefit from a broad curriculum that supports them to develop their thinking. Teaching practices and effective learning relationships cater for students’ diverse requirements. Governance has developed well over the last three years. School leadership is effective and parent partnerships in learning are valued.

ERO is likely to carry out the next review in three years. 

Graham Randell
Deputy Chief Review Officer Northern

19 November 2015

About the School 

Location

Papakura, Auckland

Ministry of Education profile number

1425

School type

Full Primary (Years 1 to 8)

School roll

23

Gender composition

Boys      12
Girls       11

Ethnic composition

Māori
Pākehā
Pacific

  3
17
  3

Review team on site

September 2015

Date of this report

19 November 2015

Most recent ERO report(s)

Education Review
Education Review
Supplementary Review

February 2013
May 2011
February 2008