Patumahoe Primary School

Education institution number:

1438

School type:

Contributing

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

326

Website:

http://www.patumahoe.school.nz

Telephone:

09 236 3802

Address:

38 Patumahoe Road, Patumahoe

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Patumahoe Primary School - 13/02/2018

13 Feb 2018

School Context

Patumahoe Primary School is located in a small rural township near Pukekohe. The school provides education for 326 students in Years 1 to 6. Fifty eight of these students are of Māori descent.

The school’s vision for students is ‘to sustain enthusiasm for learning, appreciate our environment, our heritage and be well equipped to face the future with strength and integrity’. The school’s charter states that it aims to provide an inclusive culture for learning where students are well supported to achieve success and be motivated, independent, life-long learners.

In 2017 a plan to improve outcomes for Māori learners was developed. This plan documents expectations and the values underpinning these.

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

Reading, writing and mathematics.

Since the ERO review in 2014, the board appointed a principal who began his tenure at the start of the 2017 school year. The senior leadership personnel (deputy and assistant principals) remain unchanged. There have been changes to the make-up of the middle management (team leaders), and two of the schools experienced teachers have become in-school Community of Learning | Kāhui Ako (COL) leaders. These leaders provide ongoing liaison, and will assist school leaders to align learning and teaching with the achievement plan for the COL.

There has been some change to board membership. An experienced trustee has been appointed to the chairperson role. Some new trustees have been elected and there is stronger Māori and Pacific representation on the board. The board continues to undertake stewardship training.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

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

The school is achieving excellent outcomes for most of its students, but disparity remains for Māori as a group, and boys. Achieving equity for these groups of student is an ongoing challenge for the school.

School-wide data over three years shows consistently high levels of overall achievement in reading, writing and mathematics, with most students, including Māori, and boys achieving at and above expected levels. However, there is continuing disparity in the proportion of Māori students and boys who achieve at and above expectation, in comparison with other groups. Current data is indicating a noticeable closing of this gap in reading, but not in writing. Boys are now achieving at comparable levels to girls in mathematics.

School leaders must now specifically target and deliberately plan to accelerate progress for these groups, sustain shifts, and address the recently emerging trend in writing, particularly for Māori and boys.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school needs to strengthen its response to Māori and boys who are underachieving.

Comprehensive analysis of school-wide data in 2017 shows that there has been accelerated progress made by some at-risk learners in reading and mathematics. This is most notable for Māori students in reading.

2 School conditions for equity and excellence

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

The board is providing committed stewardship for the school. Trustees are diligent about policy review and implementation and work closely with the principal and school leaders to provide a well-resourced environment for learning and teaching. Trustees understand the overall picture of achievement in the school, and demonstrate a strong commitment to the provision of support for students who have additional learning needs.

Leadership for learning is well-informed and collaborative. A well-established leadership structure involves a wider team of leaders, and high levels of relational trust are evident across this team. Senior leaders liaise closely with team leaders to provide clear school-wide direction for teaching staff. Team leaders and the two in-school Kāhui Ako leaders work alongside teachers in their respective teams, to coach and give practical guidance that is informed by current educational research.

Teachers are reflective practitioners. They regularly inquire into their practice, through a well -defined process as ‘teaching as inquiry’. This process is consistently implemented across each team and provides a useful forum for team leaders to facilitate dialogue about the learning and progress of students in target groups. Teachers are able to share and discuss effective teaching strategies. This is leading to more deliberate teaching for students in these groups which link to teachers’ inquiries.

Teachers know the students well. They identify and closely track their progress. Students are able to engage purposefully in their learning, independently of the teacher, and most are successful self -managers. Collaborative learning relationships are modelled by teachers and evident in the way some students work together cooperatively in learning situations. These practice are enabling students to enjoy and succeed in their learning.

The curriculum is engaging and inclusive. Students experience a broad range of learning experiences in a rich and authentic curriculum. Teachers take a deliberate approach to the provision of contexts for learning that are meaningful for students and which reflect their interests and experiences. Digital technology to enhance learning and teaching is well used, and continuing to develop.

Values are integral to the environment for learning. The principal is leading a review of school values with a view to strengthening cultural responsiveness in the learning environment. The school’s whanaungatanga initiative is being enhanced, placing priority on wellbeing and belonging for Māori and Pacific students. Agreed values are modelled through practices such as tuakana-teina. Cooperation, collaboration and inclusiveness are integral to learning and teaching.

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

Targeted action to accelerate learning and progress needs to be strengthened. Leaders now need to set inclusive, measurable targets for identified groups of at-risk learners.

Internal evaluation needs to focus more consistently on outcomes for learners. Priority should be placed on:

scrutinising data to notice and track rates of progress over time for cohorts
identifying the most effective strategies – those most likely to accelerate the learning and progress of students working below the expected level
using achievement data to report on the effectiveness of additional learning support programmes/interventions.

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:

a highly-responsible approach to stewardship that is engendering a high level of support from parents and wider community, for the school
informed professional leadership that is continuing to build the capability of teachers to enable learners to achieve high levels of success
teaching practice that is informed by a robust inquiry process
a learner-centred curriculum that reflects the values and aspirations of the school and its parent community.

Next steps

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

establishing stronger alignment of achievement targets, through more inclusive and deliberate action planning (for Māori and boys in particular)
using achievement information consistently to inform internal evaluation processes.

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

13 February 2018

About the school

Location	Patumahoe
Ministry of Education profile number	1438
School type	Contributing Primary (Years 1–6)
School roll	326
Gender composition	Boys 50% Girls 50%
Ethnic composition	Māori 18% Pākehā 70% Other 12%
Provision of Māori medium education	No
Review team on site	December 2017
Date of this report	13 February 2018
Most recent ERO reports	Education Review June 2014 Education Review June 2010

Patumahoe Primary School - 30/06/2014

30 Jun 2014

Findings

Patumahoe Primary School continues its long tradition of providing high quality education in a caring and inclusive environment. Students are confident and capable learners and benefit from experienced teachers who offer a broad and meaningful curriculum. School leaders and trustees are working positively together to meet school goals and strengthen self review.

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?

Patumahoe Primary School is located in the centre of a rural village, close to Pukekohe. The school will celebrate its 150th anniversary in 2016. The school continues to cater for children from rural backgrounds, lifestyle blocks and families in new subdivisions. There is a strong community presence in all aspects of school life. This supports children and teachers, and promotes students’ sense of belonging to the school.

Students benefit from a blend of a spacious country environment and well resourced modern facilities. The new library, flexible learning space and lease of the former scout hall, adjacent to the school have helped manage steady roll growth. The school also has a heated swimming pool which is well used by students and the wider community.

Since the 2010 ERO review, the long-serving principal and deputy principals have worked collaboratively with teachers to sustain several of the school’s strengths. They have also appointed a new group of middle leaders to help develop teaching and learning.

The board includes several trustees who have given considerable service to the school. Trustees continue to progress governance processes and to use their skills and expertise to support the school well.

The school has maintained valuable professional development links with other schools through Pukekohe’s Te Huarahi project, an education cluster initiative for promoting Māori success. Leaders have also accessed Ministry of Education initiatives and other useful providers to accelerate student learning.

2 Learning

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

The school makes very good use of achievement information to make positive changes to children's learning and enhance their experiences in education.

Students are highly engaged in a wide range of activities and co-curricular experiences. House competitions, arts and musical productions, environmental and health promotion groups offer students a wide range of meaningful leadership opportunities. This school is an exciting and thriving place for students to make friends and develop the courage to challenge themselves.

Students know how to use learning strategies. They also show high levels of social and emotional competence through positive interactions which enhances their learning.

In reading, writing and mathematics, students continue to progress well and many achieve at high levels. Leaders and teachers have implemented National Standards well. Robust assessment tools and careful moderation processes ensure teachers know how well students are achieving and where to target support.

Students with special abilities and additional learning requirements receive good quality support to help them access the curriculum at appropriate levels. There is a deliberate school focus on promoting success through student capabilities which contributes towards an affirming school culture. Trustees thoughtfully provide valuable resources to support students.

Māori students are well known and supported to achieve positive outcomes. School leaders could review how best to further accelerate Maōri student progress to reach the same high levels of achievement as their peers. It would be useful to consider how well cross grouping in Mathematics meets their needs.

Students make good use of achievement information to set themselves broad goals. They are self managing in many learning situations and benefit from teacher input about their progress. Students are ready to be more involved in tracking their own learning, progress and achievement. Providing further opportunities for students to more deeply evaluate their learning could be a useful focus.

Reporting to parents and whānau has improved over time. While written reports provide a wealth of information, a next step is to extend learning partnerships between home and school. Continuing to use plain language in reporting would also enhance communication with families.

To continue to promote outcomes for students, ERO and the school agree it would be useful to:

set achievement targets for more specific groups of learners and monitor the effectiveness of the strategies used to support their learning
assist teachers to more deeply evaluate the success of their teaching and learning approaches
document key discussion points about student achievement to provide information for longer term self review.

3 Curriculum

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

The Patumahoe Primary School curriculum is very effective in promoting and supporting students learning. The curriculum is broad and well aligned to The New Zealand Curriculum (NZC). School values and NZC key competencies are very evident. There is a strong focus on promoting student’s physical wellbeing and health. Meaningful local contexts are a key part of the curriculum.

A special feature of the school’s curriculum are the extensive opportunities to explore Science. The school’s commitment to Enviroschools, combined with local curriculum initiatives, provide rich learning opportunities. The school is well placed to evaluate how well students are progressing and achieving in Science and to use this approach to consider other curriculum areas.

The curriculum is well managed through team meetings and ongoing reviews. High quality teaching practices have been sustained. The cohesive work of staff and their complementary skills across curriculum areas provide effective teamwork.

E-learning is progressing well. Leaders are developing a curriculum with more opportunities for individuals to choose their learning content and ways to show their learning. Using flexible time and transitions to assist this development could increase student outcomes. The curriculum could now be enhanced further by:

leaders and teachers using the NZC principles as self review tools
expanding the curriculum focus to strengthen student learning about New Zealand’s bicultural heritage, its place in the Pacific and citizenship in a digital and global context
strengthening teachers’ performance management using Tātaiako: Cultural competencies for teachers of Māori students as a reflective tool.

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

The school is effectively promoting success for Māori student and is continuing its journey towards promoting success as Māori.

School leaders have recently discussed the Ministry of Education’s Ka Hikitia: Accelerating Māori Success strategy document with staff. Developing a school vision to promote success as Māori and extending consultation with whānau and local iwi could strengthen and sustain initiatives.

Staff have valued recent professional development to learn about the local area and expand te ao Māori perspectives in curriculum planning. Continuing to seek high quality professional development to expand teacher’s capacity to use and understand te reo Māori remains a priority.

The school has made meaningful progress towards developing a more bicultural curriculum. The school now has regular Matariki celebration and a large diverse kapa haka group. It has strong connections with other local schools.

Māori students could also benefit if school leaders worked with the community to visually show the school’s bicultural commitment. The development of a school Patu which represents the core school values is a meaningful taonga. Developing a strong understanding of these values from a Māori perspective would enhance school development.

4 Sustainable Performance

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

Overall, the school is well placed to sustain and improve its performance.

The school makes good use of self review to inform future directions. Leaders are developing more formal self review processes that incorporate multiple perspectives to add to the rigour of self review. Documenting effective school practices more systematically could offer ways for school leaders to sustain the special character of the school and its high quality practices.

School leadership is caring, thoughtful and patient. The experienced senior leaders work collaboratively with each other, students and teachers. School leaders are highly respected and valued by the school community. Succession planning and support for leadership is now a key area for the board’s attention.

The positive school culture is modelled on respect for each other. School leaders have recently used the ERO wellbeing indicators to establish a good baseline of their provision for student wellbeing. They also have useful knowledge about the Ministry of Education Inclusive Practices tools and could use these to further inform decision making about student needs.

Trustees are well informed about student achievement and have accessed training. They have very good connections with the community and have a positive working relationship with school leaders. The BOT chair has recently introduced a new reporting structure to allow trustees to make the best use their skills and expertise. ERO and school leaders agree that to continue to develop the quality of governance, the board are appropriately focussing on:

ensuring key decisions and issues are well documented in board and in committee minutes
collating information to more clearly show school progress against strategic and annual plans
restructuring policies and procedures into clearer governance and management areas
using the new operating structure and improving self review to monitor how well it meets its governance obligations.

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.

In order to improve practice, school leaders should improve documentation about processes used, and outcomes from, consultation with parents and whānau about the school's health curriculum.

Conclusion

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

Dale Bailey

National Manager Review Services Northern Region

30 June 2014

About the School

Location	Pukekohe, Auckland
Ministry of Education profile number	1438
School type	Contributing (Years 1 to 6)
School roll	311
Gender composition	Boys 56% Girls 44%
Ethnic composition	Māori NZ European/Pākehā South African British Chinese Indian other Pacific other	14% 71% 3% 3% 3% 2% 2% 2%
Review team on site	June 2014
Date of this report	30 June 2014
Most recent ERO report(s)	Education Review Education Review Education Review	June 2010 April 2007 December 2003