175 Motatau Road , Papatoetoe, Auckland
View on mapThis Profile Report was written within 18 months of the Education Review Office and Papatoetoe Intermediate 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 Intermediate provides education for students in Years 7 and 8 and is located in South Auckland. An associate principal has been appointed to the senior leadership team since the previous ERO review.
The school’s vision is to develop capable staff who empower students in their learning. School values of safety, trust, attitude and respect (STAR) aim to develop students who are effective communicators, connected and have healthy minds and bodies.
Papatoetoe Intermediate’s strategic priorities for improving outcomes for learners are to:
You can find a copy of the school’s strategic and annual plan on Papatoetoe Intermediate’s website.
ERO and the school are working together to evaluate the effectiveness of teaching and whānau connections to improve learners’ progress and achievement.
The rationale for selecting this evaluation is to:
The school expects to see increased engagement and success in learning for all students. It also expects to see teachers using effective teaching practices and further involvement of whānau in their children’s learning.
The school can draw from the following strengths to support its goal of developing a responsive curriculum, effective teaching and whānau connections to improve learners’ progress and achievement.
Moving forward, the school will prioritise:
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.
Shelley Booysen
Director of Schools
25 January 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This school hosts two Mount Richmond Special School classes and Resource Teaching of Learning and Behaviour (RTLB) base on site.
As of October 2023, the Papatoetoe Intermediate Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
No
Yes
Yes
Yes
ERO and the board have identified the following areas of non-compliance during the board assurance process:
[Children’s Act 2014]
The board has since taken steps to address the areas of non-compliance identified.
For further information please contact Papatoetoe Intermediate Board.
The next 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
25 January 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Papatoetoe Intermediate has attested that it complies with all aspects of the Code of Practice and has completed an annual self-review of its implementation. At the time of this review there were no international students attending the school.
Shelley Booysen
Director of Schools
25 January 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Papatoetoe Intermediate has undergone significant school-wide improvement. Strengthened professional leadership has been established. The principal, senior leaders, teachers and support staff have worked together to improve practices that promote student engagement and successful learning. They are developing a school that is learner-centred, and focused on developing successful, high achieving students.
ERO is likely to carry out the next review in three years.
Papatoetoe Intermediate School is a large culturally diverse school and has served its local community for many years. The roll has remained stable over the past 3 years and has a majority of Pacific and Indian students.
Over the past four years significant issues with finance, personnel and governance resulted in the school receiving support from Ministry of Education (MoE) Limited Statutory Managers (LSM) and most recently a commissioner.
In 2014 ERO identified a number of areas of school-wide systems and practices that required improvement. The school has worked with ERO and MoE guidance to address these areas. There have been significant improvements to governance, personnel and the quality of leadership and teaching and learning.
The principal and school leaders have successfully led change management across the school that is resulting in children receiving more responsive and engaging learning programmes. The commissioner has planned a well-considered path to reinstating the board of trustees.
ERO’s 2014 report identified that improvements were necessary to:
The principal provides significant educational leadership. In collaboration with senior leaders and teachers, she has implemented strategic, considered and highly effective responses to the recommendations identified in the 2014 ERO review. This has resulted in improved school practices and operations, including better reporting systems. Senior leaders place a strong priority on the analysis and use of student achievement information, and on ensuring that this information is well used to inform planning for teaching and learning.
Developing an inclusive and positive school culture has been a key part of the work to improve students’ educational outcomes. Considerable professional learning and development has supported senior leaders to build professional capability and collective capacity across the school. This approach is generating greater collaboration for school improvement and helping to increase the capability at all levels of the school. Senior leaders are strategically planning to move from reliance on external expertise to a more sustainable approach for improvement.
Significant changes in the school’s teaching culture has contributed to greater student wellbeing and motivation to engage and achieve. The sustained work on teacher improvement has led to a fundamentally different quality of teaching and learning that is being constantly refined. Positive improvements include more personalised learning for individual and groups of students. Classrooms are settled, productive work environments.
Senior leaders and teachers have actively promoted parent and whānau engagement. There has been a significant increase in parents and whānau working together with teachers to enable them to better support their children’s learning and progress.
Senior leaders with teachers have reviewed the school curriculum. Key components of the revised curriculum are: responsive teaching and learning, deliberate acts of teaching, and students taking more ownership for their learning within local and relevant contexts. There is greater consistency in the planning of teaching and learning programmes at all levels of the school.
The school is significantly better placed to sustain and continue to improve and review its performance. Improved educational leadership, effective teaching and coherent systems now support a school culture focused on improving outcomes for students. Decision making is well considered and informed by different sources of evidence. This is resulting in good strategic decision making and efficient resourcing at all levels of the school.
Internal evaluation is developing well and is now used more at leadership, team and teaching levels. Staff inquiry cycles align with school goals and are based on improving student outcomes through targeted actions. Increased student achievement between 2013 and 2015 is evidence of the school’s growing strengths.
Senior leaders model collaboration to promote a greater shared understanding and more collective decision making among staff. They provide time and encouragement for middle leaders and teachers to share best practice and to focus on enhancing teaching through targeted professional development. This is resulting in a more cohesive staff culture.
The commissioner is providing effective school governance. He has implemented a range of strategies to engage with the school community. An advisory group, representative of the community has been established to contribute to school decision making. The commissioner has planned a well-considered path to reinstating a board of trustees.
Senior leaders plan to continue progressing the development priorities noted in this report. In particular, senior leaders have identified the key areas of:
ERO intends to monitor the implementation of the plans for working towards the reinstatement of the board of trustees. On this basis another ERO review is likely to be undertaken in three years.
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:
Papatoetoe Intermediate has undergone significant school-wide improvement. Strengthened professional leadership has been established. The principal, senior leaders, teachers and support staff have worked together to improve practices that promote student engagement and successful learning. They are developing a school that is learner-centred, and focused on developing successful, high achieving students.
ERO is likely to carry out the next review in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
20 September 2017
| Location | Papatoetoe, Auckland | |
| Ministry of Education profile number | 1428 | |
| School type | Intermediate (Years 7 to 8) | |
| School roll | 732 | |
| Gender composition | Boys 53% Girls 47% | |
| Ethnic composition | Māori Pākehā Indian Samoan Tongan Cook Islands Māori Fijian/Indian Niue Asian Vietnamese other | 14% 4% 26% 18% 11% 7% 4% 2% 7% 4% 3% |
| Special Features | Resource Teachers: Learning and Behaviour Cluster Mt Richmond Special School satellite classrooms Social Workers in School (SWIS) | |
| Review team on site | July 2017 | |
| Date of this report | 20 September 2017 | |
| Most recent ERO report(s) | Education Review Education Review Education Review | August 2014 April 2011 May 2008 |