Tui Road , Papatoetoe, Auckland
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.
Papatoetoe East School is in South Auckland and provides education for students in Years 1 to 6. The school hosts two Resource Teachers of Literacy. The vision of Our Place is underpinned by the three core values of participation, effort and success.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Since the previous ERO report of October 2022, ERO and the school worked together to evaluate how well the achievement of students who are English Language Learners was accelerated through effective literacy practice.
The school expected to see:
Teachers use effective strategies in their practice that promote equitable and excellent outcomes for all learners.
Parents are well informed and involved in how they can support their child’s learning in literacy.
During the course of the evaluation, it was found that targeted professional learning and development in literacy for all staff, implemented and sustained over a period of time, had a significant positive impact on teaching and learning in the classroom.
The greatest shift that occurred in response to the school’s action has been increased student engagement and confidence in their learning, particularly within oral language and writing.
The following findings are to inform the school’s future priorities for improvement.
| The school is working towards equitable and excellent outcomes for learners. |
| A cohesive senior leadership team works strategically and collaboratively to improve outcomes for learners. |
| Students experience engaging learning opportunities within a positive and inclusive environment. |
| Key conditions that underpin successful education are continuing to strengthen. |
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
6 December 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 July 2024, the Papatoetoe East School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Papatoetoe East 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
6 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 15 months of the Education Review Office and Papatoetoe East School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Papatoetoe East Primary School is in Papatoetoe, South Auckland and provides education for students in Years 1 to 6. Since the previous ERO review in 2015, the school has had two changes in school leadership including the appointment of a new principal in Term 1 2022. The school hosts two Engagement Workers through the South Auckland A Attendance Service and two Resource Teachers of Literacy.
Papatoetoe East School’s strategic priorities for improving outcomes for learners are to raise:
Māori student achievement through the development of cultural visibility and responsive practice
achievement in reading, writing and maths for all students
digital literacy for all students.
You can find a copy of the school’s strategic and annual plan on Papatoetoe East School’s website.
ERO and the school are working together to evaluate how well the achievement of students who are English Language Learners is accelerated through effective literacy practice. This evaluation will inform a refinement of the school’s strategic priorities.
The rationale for selecting this evaluation is to:
develop a shared understanding among staff of effective teaching practice to support the unique learning requirements of English Language Learners
strengthen quality teaching practice to have a positive impact on outcomes for English Language Learners and their achievement in literacy
promote the visibility of students’ culture and identity in the school community and work in partnership with parents and whānau.
The school expects to see English Language Learners making accelerated progress in literacy. Teachers will use effective strategies in their practice that promote equitable and excellent outcomes for all learners. Parents will be well informed and involved in how they can support their child’s learning in literacy.
The school can draw from the following strengths to support its goal to accelerate the achievement of English Language Learners:
learners experience a school learning environment that is positive and culturally responsive for fostering student engagement
learners with diverse and high needs experience integrated and effective supports
school-wide professional relationships focus on the learning and wellbeing of all students.
Moving forward, the school will prioritise:
developing and embedding a shared understanding of effective teaching practice to support the unique learning requirements of English Language Learners
ongoing professional learning to strengthen teacher practice in literacy
continuing to dedicate and review resourcing to raise the achievement of English Language Learners.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
12 October 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This school is a fundholder for the Resource Teachers of Literacy.
Students at Papatoetoe East School are confident, friendly and proud of their school. In this multicultural community students, teachers, parents and whānau benefit from a caring and inclusive school culture where their voices are heard and their views are valued. A school-wide focus on wellbeing supports and promotes students’ sense of themselves as capable learners.
The school has experienced significant roll growth over the past three years. The current roll of 581 includes 14 percent of students who identify as Māori and 40 percent who have Pacific heritage. The strong support for children and their families starting school continues to provide a positive introduction to learning for all.
The principal, senior leadership and board of trustees ensure that students are at the centre of their strategic thinking and planning. The school’s mission, vision, beliefs and values guide decision making and learning for all members of the school community.
Previous ERO reports have commended the self-review processes that underpin the board’s vision of the school. Well informed, collaborative leadership of teaching and learning was noted. These positive features of the school have been sustained and continue to be highly evident.
Student achievement information is used very effectively to make positive changes for all learners. As a result students are highly engaged in their learning and progress and achieve very well.
High quality transition processes are helping to ensure that students can experience success in learning from the time they enter school. Teachers take the time to get to know their students, their interests, strengths and learning needs. They work in teams to analyse a range of valid achievement information and use this to inform their teaching programmes for classes, groups and individual students.
School assessment processes are robust. Student achievement in reading, writing and mathematics compares favourably with data from national and local schools. School data shows that students are making steady progress in their learning with respect to National Standards. The impact of teacher professional development is evident in students' accelerated progress, particularly in writing where a 10 percent improvement is evident between 2013 and 2014.
Māori students achieve well and have made significant gains, particularly in writing. Data for Pacific students show evidence of steady and sustained improvement in reading, writing and mathematics. Teachers know their Māori and Pacific students well and closely monitor their progress and achievement.
Clear, appropriately challenging expectations for learning are well established. Teachers use their in-depth knowledge of students to identify those who would benefit from extra support to achieve expectations. Initiatives and interventions are timely and focused on accelerating students’ progress and achievement.
Students' ownership of learning becomes increasingly well developed as they move through the school. Students understand and participate in setting and evaluating learning goals to maintain their rates of progress. To further promote these good practices, leaders and teachers are continuing to develop indicators for students to use to evaluate their own learning progress in reading, writing, oral language and mathematics.
Trustees use student achievement information very effectively to inform decision making. Challenging targets focus on promoting student learning and realising student potential. Other self-review information is also used well by trustees and leaders to review resourcing decisions and to respond quickly to learners’ requirements.
Close relationships between the school and parent community benefit students’ learning. Useful achievement information guides learning conferences with families and students. Leaders and teachers continually seek ways to further strengthen partnerships with families.
Papatoetoe East School offers a relevant, culturally responsive curriculum that is highly effective in promoting and supporting student engagement, progress and achievement.
The broad, inclusive curriculum is aligned with The New Zealand Curriculum and demonstrates a commitment to celebrating students’ languages, cultures and identities. Teaching and learning programmes clearly enact the vision, values and beliefs identified in the school charter. Inclusive practices affirm students’ wellbeing and promote their empathy for others.
The school’s commitment to bicultural approaches is evident across the curriculum. Classroom environments reflect aspects of Māori language and culture, and tuakana-teina relationships are promoted. Classroom programmes build the confidence and competence of students in te reo me ōna tikanga Māori. Teachers from diverse cultural backgrounds actively promote biculturalism.
Curriculum review is ongoing and results in learning programmes that focus on developing students’ competence, curiosity and independence as learners. Priority is given to literacy and mathematical learning. Curriculum design responds to students’ diverse backgrounds and interests.
The integration of digital technologies through relevant contexts is a feature of learning across the curriculum. Students have significant opportunities to contribute to their learning programmes in meaningful ways. Fostering and using student voice in curriculum design and review is an ongoing priority that teachers and leaders are working on.
The Living Classroom, an expression of environmental sustainability, provides students with authentic opportunities to show respect for and to be involved in conservation work on a local stream on the edge of the school grounds. Community awareness and collective responsibility are fostered through this initiative.
The quality of teaching is consistently high. Many highly effective and innovative teaching practices are evident. A continued focus on improvement through a professional learning programme is a strong feature. Staff reflect on their own and others’ teaching practice in order to better respond to students’ learning needs. A well-coordinated performance management system supports teachers’ professional growth.
Leaders and staff have identified relevant next steps for curriculum development that include:
exploring the potential of bring your own device (BYOD) programmes for students and the introduction of a parent portal to better share student learning with families
continuing to extend teachers’ inquiry skills through deliberate use of innovative strategies.
Educational success as Māori is very well supported and promoted. The kaupapa of the school is strongly bicultural and Māori students benefit from this approach. The school has a well-developed understanding of tikanga that is a part of regular school practice.
Māori students benefit from teachers, a curriculum, and a school culture that affirms their identity. A range of opportunities is available for Māori students to explore their language, culture and identity. Māori students achieve well and school leaders place a high priority on ensuring positive outcomes for these students.
Relationships with whānau are strong and mutually beneficial. Māori students and their whānau show pride in their school. The school acknowledges the wishes and aspirations of whānau and community.
The school is very well placed to sustain its current good practices and continue to improve its performance on the basis of:
a highly inclusive learning environment, and practices that value involvement from students, their parents and families/whānau, and teachers
a commitment to ongoing improvement, informed by reliable evidence through self-review
strong alignment between strategic and annual plans, curriculum implementation, and programmes and initiatives that lead to positive outcomes for students
thoughtful, capable and skilled professional leadership by the principal and leadership team, with many opportunities for teachers and students to take leadership roles across the school
experienced and supportive trustees who are committed to school improvement and are knowledgeable about their governance responsibilities.
The board’s vision for the school underpins its effective governance practices. Board decision making is strategic, evidence based and is aimed at sustaining improvement and promoting innovative practices across the school.
Contribution to, and working with, the wider educational community is a feature of the school. School leaders take an active role in a local group of schools focused on improving educational opportunities for students in Papatoetoe. Sharing practice and promoting innovation with other schools is likely to have positive benefits for students and their families.
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.
Papatoetoe East School works in partnership with whānau and the community to provide high quality education for its diverse groups of learners. This is a vibrant and successful school with an innovative, relevant and inclusive curriculum. Effective school leadership maintains and extends the school’s very good performance.
ERO is likely to carry out the next review in four-to-five years.
Graham Randell
Deputy Chief Review Officer Northern
24 December 2015
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Location |
Papatoetoe, Auckland |
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Ministry of Education profile number |
1427 |
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School type |
Contributing (Years 1 to 6) |
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School roll |
581 |
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Gender composition |
Girls 51% |
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Ethnic composition |
Māori |
14% |
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Review team on site |
November 2015 |
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Date of this report |
24 December 2015 |
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Most recent ERO report(s) |
Education Review |
October 2012 |