Papatoetoe South School

School Context

Papatoetoe South School caters for students in Years 1 to 6. Approximately a quarter of the students are Māori, a similar proportion are Fijian Indian. Samoan students and those from other Pacific groups each comprise 14 percent of the roll. The school has two Māori bilingual classes in Te Puna Akona, and two classrooms for students with high additional learning needs in Le Va.

The school’s whakataukī/vision ‘Ko te tamaiti te pūtake o te kaupapa, The child – the heart of the matter’ is integral to school operations. The whakataukī is promoted through the school values of ‘respect, integrity, inquiry and curiosity’. The code of conduct, known as the 3 Be’s, underpins the school culture of ‘be a learner/hei akonga, be responsible/kia takonganga and be respectful/kia whakakoha’.

The board’s charter identifies local goals that include celebrating the bicultural heritage of Aotearoa New Zealand and the rich diversity of languages and cultures within the school community. Another goal includes encouraging students to question and understand the world around them. Current strategic goals emphasise hauora and improving the quality of teaching and learning.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

• achievement in reading, writing and mathematics
• achievement, and strategies for promoting cultural identity and language, in Te Puna Akona
• progress of students in Le Va
• student engagement and wellbeing.

Since the 2014 ERO report, the school leadership has changed, and there have been changes to the board and teaching team. A new principal was appointed in May 2018. The school curriculum has continued to evolve. Leaders and teachers have participated in a range of professional learning to increase their capability to make positive changes for learners.

The school is a member of the West Papatoetoe Kāhui Ako | Community of Learning (CoL).

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 achieving equitable and excellent outcomes for all its students.

School data for 2016 to 2017 show that overall achievement levels in reading and mathematics have been maintained, with a small majority of students achieving at or above expected New Zealand Curriculum (NZC) levels. A large majority of Year 6 students who left the school in 2017 achieved at or above expected curriculum levels in reading.

School data for writing show a decline in achievement, with less than half of students achieving at or above expected levels. Over the last three years school achievement data show that there is consistent disparity in achievement for boys in reading and writing.

Māori and Pacific learners achieve at similar levels in writing and mathematics. Achievement information from Te Puna Akona shows that less than half of the students achieve at or above expected NZC levels in literacy and mathematics.

Students in Le Va with high additional learning needs are very well supported to progress, participate and achieve their individual goals.

Students achieve very well in relation to other valued student outcomes. Most students:

• have a strong sense of place and belonging, based on inclusive practices
• can articulate and demonstrate the 3 Be’s in their everyday school life
• show leadership through being role models and supporting their peers
• are learning resilience and are supported well through restorative practices.

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

The school is beginning to accelerate learning for those Māori and other students who need this. Recent 2018 school data show that some students made accelerated progress in reading, writing and mathematics.

School processes that support leaders and teachers to collate and analyse achievement information have been strengthened. Leaders and teachers are refocusing school practices on identifying, monitoring and responding appropriately to children’s specific learning needs.

There is an increasing emphasis on professional learning discussions among leaders and teachers about students who are most at risk of not achieving. Team meetings provide an opportunity for teachers to critically examine the effectiveness of their teaching practice and its impact on accelerating student progress.

Inclusive practices are well coordinated and embedded, particularly for students who have additional needs. There is effective communication and sharing of knowledge between leaders, teachers and specialists. Students’ learning needs are identified, parents are kept informed and targeted support provided.

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?

Mana enhancing practices are inherent in the school’s culture. Relationships are respectful and productive, and difference and diversity are valued. School culture groups including kapa haka, and events such as pōwhiri and language weeks, are promoted and celebrated. Hauora/pastoral care practices respond to students’ needs, promote their wellbeing and support learning success.

Leaders build relational trust, and engage in collaborative problem solving and robust discussions. They are highly reflective, and focused on making improvements to promote equity and excellence. ‘Leadership as inquiry’ processes enable leaders to integrate theory and practice to better inform the renewed direction for the school.

There is a strategic and coherent approach to building professional capability and collective capacity. Distributed leadership provides opportunities for teachers to be promoted and supported as leaders of learning and curriculum. School leaders and teachers engage with, and contribute to, the wider education community.

Trustees demonstrate capable stewardship, and receive good information that aligns with the board’s strategic goals. Consultation is well underway for a new strategic plan and a refreshed Māori Education Plan. Discussions have also begun to develop a Pacific Education Strategy.

The board and senior leaders are committed to enhancing school improvement processes. Consultation with whānau, staff and students, and access to relevant expertise, support ongoing improvement. Creating greater cohesion of organisational processes and practices is likely to promote greater equity and excellence for learners.
 

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 Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

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

• mana enhancing practices inherent in the school’s culture and based on productive relationships
• hauora/pastoral care practices that respond to students’ needs, and support their wellbeing and learning success
• leadership that is collaborative, highly reflective and focused on making improvements to enhance learner equity and excellence
• a strategic approach to building leadership, professional capability and collective capacity
• internal evaluation for ongoing improvement that is based on consultation, research and inquiry.

Next steps

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

• a schoolwide approach to evidence based, high quality teaching practices that accelerate the learning of students who are at risk of not achieving
• creating opportunities in the curriculum to promote greater ownership by students of their own learning and achievement.

5 ERO’s Overall Judgement

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

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

28 February 2019

About the school