219 Mt Smart Road , Onehunga, Auckland
View on mapTe Papapa School
Te Papapa School
School Evaluation Report
Tēnā 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.
Context
Te Papapa School is in Onehunga, Auckland. The school provides education for learners in Years 1 to 6 and provides language enrichment classes in Māori, Tongan and Samoan for learners up to Year 8. The school’s vision is based on the Māori phrase of Kia Māia (We can).
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The school is working towards equitable and excellent outcomes for all students. |
- The majority of students progress and achieve at expected curriculum levels in reading, writing and mathematics.
- Since 2022, achievement information shows significant improvement for Māori learners in reading and mathematics; continuing to raise achievement for students at risk of underachieving remains a priority for the school.
- Students have a strong sense of belonging and experience a supportive learning environment that acknowledges their cultures, languages and identities.
- Less than half of students attend school regularly; the school is working towards achieving the Ministry of Education’s target for regular attendance.
Conditions to support learner success
Strategic leadership sets and pursues clear goals that are improvement focused and support high expectations for staff and students |
- A well-established and collaborative leadership team fosters a strong culture of evidence-based teaching and learning among staff that supports continual improvement.
- Leaders have high expectations for staff and students and communicate in clear and supportive ways that ensure a positive school experience for all.
- Leaders use a good range of coaching and mentoring strategies that enable staff to provide meaningful learning experiences for students.
Teachers use evidence-based teaching and learning strategies well to support the many different needs of learners. |
- Teachers identify and monitor students with additional learning needs in an organised and comprehensive way that ensures learning is purposeful and targeted, particularly for students at risk of not achieving.
- Teachers plan and implement relevant curriculum programmes that enable learners to see themselves, their identities and cultures, promoting engagement in learning.
- Staff confidently integrate te reo Māori and mātauranga Māori through all aspects of the local curriculum, providing learners with a broad range of learning opportunities.
Key conditions that support successful education are strengthening. |
- Learners experience inclusive learning environments that increasingly reflect the values and aspirations of the wider school community and ensure a positive school experience.
- Leaders form strong partnerships with external agencies that build on and enhance the professional growth of teachers and enable high-quality teaching and learning.
- Middle leaders work systematically and collaboratively with teachers to evaluate learning programmes and initiatives to inform planning and decision making.
Part B: Where to next?
The agreed next steps for the school are to:
- continue to review initiatives to improve the regular attendance of all students
- strengthen learning partnerships with whānau to improve learner progress and achievement, particularly for students at risk of underachieving
- continue to integrate te reo Māori and mātauranga Māori to ensure that the community is reflected in the local curriculum.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- review current attendance initiatives and update the school’s Attendance and Engagement Plan.
Every six months:
- monitor and review initiatives designed to improve students’ attendance
- collect, analyse and review information about how well learning partnerships, including with whānau, support student engagement and improve outcomes for learners.
Annually:
- review and report to the board and community on student attendance, progress and achievement to inform future decision making and actions
- evaluate the impact of learning partnerships with parents on student outcomes to identify next steps
- evaluate the progress of integrating te reo Māori and mātauranga Māori in teaching and learning.
Actions taken against these next steps are expected to result in:
- improved regular attendance for all learners
- increasingly equitable and excellent achievement outcomes
- learners and teachers confident in their understanding and use of te reo Māori and mātauranga Māori.
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
19 November 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Te Papapa School
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of May 2024, the Te Papapa School Board has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Further Information
For further information please contact Te Papapa 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
19 November 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Te Pāpapa School - 23/04/2020
School Context
Te Papapa School caters for approximately 300 students from Years 1 to 8. Students are predominantly of Māori or Pacific heritage. Those students choosing bilingual education in Te Rito, the Māori class or Le Manumea, the Samoan class, continue their learning to the end of Year 8.
The school has a strong commitment to the principles of the Treaty of Waitangi and an inclusive culture that celebrates the diversity of families in the local community.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- achievement in reading, writing and mathematics
- progress towards the school’s strategic targets
- Māori, Pacific, and English language learners’ progress and achievement
- programmes and interventions designed to support additional learning and behavioural needs
- progress, trends and patterns of achievement for priority students
- student attendance, engagement, and wellbeing.
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?
Leaders and teachers have a relentless focus on achieving equitable and excellent outcomes for all students. The 2019 achievement data indicate that almost all students achieve at national curriculum expectations in reading, writing and mathematics. Since 2015, the achievement information indicates a consistent pattern of improvement for all Māori and Pacific students in literacy and mathematics.
Over the past four years there has been a trend of continuous improvement for boys in literacy. Girls’ high achievement in literacy and mathematics has been sustained. Achievement for students in Te Rito and Le Manumea is comparable to other groups of students.
Students achieve very well in relation to other school valued outcomes.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school is highly effective in its response to those Māori and other students who need to make accelerated progress. The achievement data indicates sustained acceleration for students and groups of students who require this. Over the past four years the school has been successful in increasing parity for boys in literacy.
Schoolwide achievement information shows that most children who need to, make accelerated progress in literacy and mathematics. Some students, including English Language learners and transient students, enter the school not achieving at expectation. School achievement data show that over time many of these students make accelerated progress in literacy and mathematics.
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?
Leaders promote a positive school culture based on respect and collaboration. They actively promote practices that focus on students’ engagement and wellbeing. The value placed on and respect for children’s cultural heritage promotes an environment in which both adults and children have a strong sense of place and belonging.
Leaders and teachers have high expectations. Children are empowered to be leaders of their own learning. Leaders and teachers collate meaningful evidence to evaluate students’ achievement and progress. They purposefully design a range of targeted interventions and actively promote strategies to accelerate learning. Teachers and leaders continue to build their capability to identify and measure capabilities and competencies of bilingual students.
Teachers plan and deliver a broad and responsive curriculum. They use a variety of teaching strategies to engage and motivate students. Teachers are well supported by school leaders to implement teaching and learning strategies that respond to the learning needs and strengths of individual, and groups of children.
New learners of English receive highly effective support to enable them to make accelerated progress. Teachers scaffold programmes and use appropriate assessment resources to inform their planning.
A coherent approach supports students with additional needs to make progress in relation to their individual goals. These students feel accepted, enjoy positive relationships with their peers and teachers and are active, visible members of the learning community. Students build social and emotional competencies to help them to be successful learners.
Community collaboration and partnerships with whānau and families extend and enrich opportunities for students to become confident and connected learners. Te Reo Māori me ōna tikanga is highly visible throughout the school. Children learn about the dual heritage of Aotearoa New Zealand through authentic learning experiences. Leaders and teachers are successfully embedding culturally appropriate and responsive approaches.
School leaders, trustees, staff, whānau and families have sustained their focus and effort on achieving equitable outcomes for all children. Decision making is based on the effective use of data and best-practice evidence. Staff regularly participate in meaningful and purposeful professional learning and development. This builds collective capacity and positively impacts on outcomes for children.
The school has committed trustees who actively support the school. Trustees and school leaders focus on initiatives that support equitable and excellent outcomes for all students. Comprehensive and cohesive internal evaluation processes and practices are in place to ensure ongoing improvement.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
The school has the capability, systems and processes to continue working towards achieving equitable outcomes for students.
Senior leaders have identified relevant areas for further school improvement. They will:
- further develop teachers’ understanding of bilingual education to maximise learning
- continue to design, plan and implement a curriculum responsive to students and whānau aspirations.
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 Te Papapa School’s performance in achieving valued outcomes for its students is: Strong.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success 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:
- highly effective leadership that promotes equity and excellence
- evaluation, inquiry and knowledge building to sustain improvement
- a professional, capable and committed teaching staff and culture
- inclusive and responsive environments that support students’ learning and wellbeing
- promoting cultural and linguistic responsiveness
- community collaboration and partnerships.
Next steps
For sustained improvement and future learner success, priorities for further development are in continuing to:
- further develop bilingual education
- extend the curriculum to further reflect community aspirations and students’ interests.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
23 April 2020
About the school
Location |
Onehunga, Auckland |
Ministry of Education profile number |
1534 |
School type |
Contributing (Years 1 to 8) |
School roll |
306 |
Gender composition |
Boys 51% Girls 49% |
Ethnic composition |
Māori 30% |
Students with Ongoing Resourcing Funding (ORS) |
Yes |
Provision of Māori medium education |
Yes |
Review team on site |
November 2019 |
Date of this report |
23 April 2020 |
Most recent ERO report(s) |
Education Review December 2014 |
Te Pāpapa School - 19/12/2014
Findings
Te Pāpapa School provides an inclusive learning environment that promotes student achievement and wellbeing. The school’s curriculum effectively responds to students’ needs and interests. School leaders seek improvement through effective ongoing school review and consultation. The engagement of family and whānau in learning partnerships contributes to successful outcomes for students.
ERO is likely to carry out the next review in four-to-five years.
1 Context
What are the important features of this school that have an impact on student learning?
Te Pāpapa School is located in the Auckland suburb of Onehunga and caters for students from Years 1 to 6. Students are mainly of Pacific (73%) and Māori (23%) descent. Samoan, Tongan and Cook Island are the school's predominant Pacific groups. The school has made ongoing progress and improvement since ERO’s 2011 review.
The school has a strong commitment to the principles of the Treaty of Waitangi and an inclusive culture that celebrates children’s diverse backgrounds. The involvement of families and multi-agency collaboration supports children’s learning. Teachers have the skills and expertise to support children with special learning needs and those with English as an additional language.
The principal’s leadership over the past six years has positively transformed the school. Supported by a collaborative management team, the principal has maintained a persistent focus on children’s learning and achievement. Approaches to teaching and learning are cohesive and well understood.
The school is an asset in the local community. The buildings and grounds are maintained to a high standard. Children’s work personalises classroom and school displays. The gardens and trees provide an attractive setting. Parents and whānau are made welcome and work together with teacher aides to support learners.
A major innovation since 2011 has been the establishment of an early childhood education centre on the school site. This facility has strengthened the school’s partnership with its community. Stable leadership provided by school leaders and trustees contributes to well selected initiatives that are impacting positively on student engagement and achievement.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Students are highly engaged in their learning. They make good progress and generally achieve well. Students work collaboratively with their teachers and their parents to understand their own learning. As a result, they are able to establish and review personal learning goals.
Teachers are very skilled in the use of achievement information. They collect reliable information about student achievement and meet regularly to monitor student progress. Achievement information is used to set targets for all students in relation to the National Standards. There is a particular focus on students who are currently achieving below expectations. Teachers are implementing successful approaches to bring about accelerated learning. Analysis of data is used well to determine programme overviews and daily learning intentions.
The principal oversees school-wide student progress and achievement. She and the school’s senior leaders examine achievement information critically and work with teachers to help ensure students’ learning needs are met. Parents receive very good information about their children’s learning, progress and achievement through conferences and written reports. School data is also compared with data from similar schools locally, regionally and nationally. This helps the board and leaders to measure progress and to monitor the wider effectiveness of Te Pāpapa School in progressing student learning.
The principal and senior leaders have been strategic and intentional in the use of initiatives to give added value to children’s learning. Initiatives that are bringing about positive changes to learner’s engagement, progress and achievement include;
- extra staff to provide professional coaching for teachers
support for the very effective parent partnership programmes, such as Mutukaroa, HIPPY, Little Learners, Reading Together and the twice a term mathematics workshops with parents.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum supports student learning very effectively.
Curriculum review has been purposefully targeted to respond to students’ identified learning needs and interests. Learning programmes are designed to foster literacy and numeracy in a framework of inquiry-based learning. Students contribute to the selection of topics and explore learning through questioning, reading, writing, sharing and presenting information. Teachers interweave children’s home language, culture and identity within daily teaching and learning programmes.
The school’s culture and values promote success for all students. Well managed programmes and in-class support for children with special learning and behaviour needs is a feature of the school curriculum. The school-wide programme for positive behaviour promotes students’ engagement in learning. Positive relationships and restorative practices enhance students’ wellbeing, self worth and sense of belonging.
Consistent standards of teaching practice have been achieved through the complementary skills and shared expertise of curriculum leaders who work together with classroom teachers. Literacy and numeracy leaders collaborate with the special needs coordinator and team leaders. Professional learning groups provide opportunities for teachers to discuss information that guides their planning. Teachers respond positively to the cultural needs of children.
The curriculum encourages students to become self managing and to take responsibility for their own learning. As students gain confidence as learners they can share their progress with each other and with their parents. Curriculum expectations are displayed in all classrooms. Students discuss their learning with their teachers and set goals related to their own rate of progress.
The curriculum is varied and fun. Programmes include sustainability and the environment, particularly relating to gardening and food production. Art, music, and cultural experiences such as pōwhiri are regular and planned events. Students also achieve well in sports, including swimming and team games. They participate with enthusiasm. Support by adults for the roles of tuakana and teina allows younger and older students help one another to learn.
Senior leaders are considering how the curriculum could become more future focused and could further broaden students' learning experiences. They are also exploring options for extending the use of e-learning. These are appropriate next steps in helping students to become lifelong learners.
How effectively does the school promote educational success for Māori, as Māori?
The school promotes educational success for Māori students as Māori very effectively.
School practices and procedures are based on the values of mana, manaaki and mahi tahi. Teachers are using Ministry of Education resource documents to develop a much deeper understanding of how to make a positive difference for Maori students.
Tikanga Māori is guided by mana whenua. School leaders consult regularly with whānau Māori and the wider Māori community. Students lead daily mihimihi, karakia and himene using the many different languages of the school community. Te reo Māori is proudly used throughout the school. As a result, there is increased engagement with whānau, Māori students are achieving well, and there is a strategic goal to reinforce options for the learning of te reo Māori. At this school, tikanga Māori is the norm.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain and maintain its performance.
There are clear and shared understandings of expectations, school vision and direction. School leaders foster a culture of self reflection, improvement and innovation. They have managed change effectively over recent years. The principal is an experienced and capable professional leader, who promotes high expectations for staff and students. School leaders promote collaborative practice and are building the leadership capacity of all staff across the school. They are leaders within many professional networks where they share their innovative practices.
The board of trustees supports the school’s focus on student achievement well. It is led by an experienced chairperson and elected trustees. Co-opted representatives bring a wide range of skills and experience to the governance role. They share a strong commitment to effective partnerships with parents and whānau. The board’s strategic plan is closely aligned to school operations, and school leaders use high quality self review to evaluate progress towards the annual goals and targets.
Reflective practice and decision making that is focused on continual improvement are evident at all levels of the school. A range of formal and informal reporting practices ensure that the board is well informed. The principal regularly reports against the school’s goals and targets. School leaders and trustees communicate and consult with the community well. They use information from parents, staff and students to inform strategic decisions.
Sound foundations have been established and the school is well positioned to continue refining its governance, leadership and teaching practices. The board is considering ways to strengthen its strategic planning processes to ensure ongoing improvement and sustainability.
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.
Conclusion
Te Pāpapa School provides an inclusive learning environment that promotes student achievement and wellbeing. The school’s curriculum effectively responds to students’ needs and interests. School leaders seek improvement through effective ongoing school review and consultation. The engagement of family and whānau in learning partnerships contributes to successful outcomes for students.
ERO is likely to carry out the next review in four-to-five years.
Dale Bailey
National Manager Review Services
Northern Region
19 December 2014
About the School
Location |
Onehunga, Auckland |
|
Ministry of Education profile number |
1534 |
|
School type |
Contributing (Years 1 to 6) |
|
School roll |
260 |
|
Gender composition |
Boys 53% Girls 47% |
|
Ethnic composition |
Maori NZ European/Pākeha Tongan Samoan Cook Island Niue other |
26% 1% 26% 25% 12% 5% 5% |
Review team on site |
November 2014 |
|
Date of this report |
19 December 2014 |
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
January 2012 November 2008 September 2005 |