18 Rochester Street , Awapuni, Palmerston North
View on mapAwapuni School (P.North) is located in Palmerston North and provides education for students in Years 1 to 6. The school's current roll of 86 includes 36 Māori, 17 Pacific and a number of students from a range of diverse cultural backgrounds. The school has a highly transient roll. Data from 2016 to 2018 shows approximately 46% of the roll changes each year.
Education through the medium of te reo Māori is provided in one bilingual class catering for students in Years 4 to 6.
The school's vision aims to provide learning that is innovative, relevant to the community, unique to Aotearoa, engaging for students and makes school an exciting place to learn.
School values are based on the concepts of:
The school's strategic goals focus on:
Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:
Since the previous review in 2016 the roll has increased and a fifth classroom has been established. There has been an increase in the number of children with additional learning needs and English language learners. There have been some changes to the teaching team and trustees. A new school improvement team has been established as a middle leadership structure. The experienced principal is long serving in his role.
The school has responded well to some of the areas identified in the previous ERO report. Leaders and teachers have undertaken professional learning and development in the Treaty of Waitangi, cultural responsiveness, writing, mathematics, inquiry and strategies to improve achievement for Pacific students in mathematics.
The school is a member of Te Oro Karaka Community of Learning (CoL)I Kahui Ako.
The school is achieving equitable outcomes for most students and is working towards excellence for all.
The school's data from 2018 shows most students are achieving at or above expected levels in reading and mathematics and the majority in writing.
Māori students are achieving as well as or better than their Pākehā peers in all areas.
Pacific students are achieving at higher levels than their Pākehā peers in reading and writing, but not achieving as well in mathematics achievement.
Boys and girls are achieving at comparable levels in reading and mathematics, however, boys are not achieving as well as girls in writing.
Students with additional learning needs are well supported and make appropriate progress in relation to their individual goals.
The school is effectively accelerating learning for some Māori and other students who need it.
Leaders and teachers can show effective acceleration in literacy for groups of students in classroom programmes and as a result of targeted interventions.
Leaders have yet to collate, analyse and report on school-wide acceleration data for all students at-risk of not achieving at expected level.
Leadership is highly focused on building teacher capability. Professional learning is prioritised to develop shared knowledge and consistency of school-wide practices. Effective professional guidance is provided to teachers through clear feedback on planning, observations of practice and formal appraisal. Leadership is fostering staff and student wellbeing by reviewing and refining school processes and practices. Opportunities for emerging leaders to contribute and develop their skills supports a collaborative team culture.
Teachers use effective strategies to enhance learning. Students at-risk of not achieving are clearly identified through a range of assessment information and their progress is closely tracked and monitored. Detailed and targeted planning, reflection and evaluation supports learning and acceleration. Positive and affirming relationships between teachers and students support calm and settled environments and promote student wellbeing.
The school has a highly inclusive culture for learning. Children with additional needs are well catered for through a personalised approach to teacher planning. Respectful relationships with families contribute to positive transition into the school. Effective liaison with external agencies supports students' learning and behavioural needs. Trustees make informed decisions about resourcing to enable equitable opportunities to learn.
Cultural identity and values are well embedded in the school's curriculum. Māori students are affirmed in their language and culture and the bilingual class allows students to extend their knowledge and learning in te reo Māori. Respectful tikanga practices support student behaviour and contribute to a positive whānau school culture.
The management and use of student achievement information requires strengthening. Priority should be given to:
strategically monitoring and reporting on rates of progress and acceleration for at-risk students over time.
There is a need to further strengthen:
The school is a signatory to theEducation (Pastoral Care of International Students) Code of Practice 2016established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Awapuni School (P.North)’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
To improve current practice, the board of trustees should undertake general policy review with a particular focus on improving health and safety procedures and practices.
Phil Cowie
Director Review and Improvement Services
Central Region
5 June 2019
| Location | Palmerston North |
| Ministry of Education profile number | 2339 |
| School type | Contributing (Years 1 – 6) |
| School roll | 86 |
| Gender composition | Female 43 Male 43 |
| Ethnic composition | Māori 36 NZ European/Pākehā 17 Cook Island Māori 7 Other Pacific 6 Other Asian 6 Tokelau 4 Filipino 4 Other 6 |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | Yes |
| Number of Māori medium classes | 1 |
| Total number of students in Māori medium (MME) | 19 |
| Review team on site | February 2019 |
| Date of this report | 5 June 2019 |
| Most recent ERO report(s) | Education Review June 2016 Education Review December 2012 Education Review November 2009 |
Awapuni School (P.North) is located in Palmerston North and provides education for students in Years 1 to 6. The school's current roll of 86 includes 36 Māori, 17 Pacific and a number of students from a range of diverse cultural backgrounds. The school has a highly transient roll. Data from 2016 to 2018 shows approximately 46% of the roll changes each year.
Education through the medium of te reo Māori is provided in one bilingual class catering for students in Years 4 to 6.
The school's vision aims to provide learning that is innovative, relevant to the community, unique to Aotearoa, engaging for students and makes school an exciting place to learn.
School values are based on the concepts of:
The school's strategic goals focus on:
Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:
Since the previous review in 2016 the roll has increased and a fifth classroom has been established. There has been an increase in the number of children with additional learning needs and English language learners. There have been some changes to the teaching team and trustees. A new school improvement team has been established as a middle leadership structure. The experienced principal is long serving in his role.
The school has responded well to some of the areas identified in the previous ERO report. Leaders and teachers have undertaken professional learning and development in the Treaty of Waitangi, cultural responsiveness, writing, mathematics, inquiry and strategies to improve achievement for Pacific students in mathematics.
The school is a member of Te Oro Karaka Community of Learning (CoL)I Kahui Ako.
The school is achieving equitable outcomes for most students and is working towards excellence for all.
The school's data from 2018 shows most students are achieving at or above expected levels in reading and mathematics and the majority in writing.
Māori students are achieving as well as or better than their Pākehā peers in all areas.
Pacific students are achieving at higher levels than their Pākehā peers in reading and writing, but not achieving as well in mathematics achievement.
Boys and girls are achieving at comparable levels in reading and mathematics, however, boys are not achieving as well as girls in writing.
Students with additional learning needs are well supported and make appropriate progress in relation to their individual goals.
The school is effectively accelerating learning for some Māori and other students who need it.
Leaders and teachers can show effective acceleration in literacy for groups of students in classroom programmes and as a result of targeted interventions.
Leaders have yet to collate, analyse and report on school-wide acceleration data for all students at-risk of not achieving at expected level.
Leadership is highly focused on building teacher capability. Professional learning is prioritised to develop shared knowledge and consistency of school-wide practices. Effective professional guidance is provided to teachers through clear feedback on planning, observations of practice and formal appraisal. Leadership is fostering staff and student wellbeing by reviewing and refining school processes and practices. Opportunities for emerging leaders to contribute and develop their skills supports a collaborative team culture.
Teachers use effective strategies to enhance learning. Students at-risk of not achieving are clearly identified through a range of assessment information and their progress is closely tracked and monitored. Detailed and targeted planning, reflection and evaluation supports learning and acceleration. Positive and affirming relationships between teachers and students support calm and settled environments and promote student wellbeing.
The school has a highly inclusive culture for learning. Children with additional needs are well catered for through a personalised approach to teacher planning. Respectful relationships with families contribute to positive transition into the school. Effective liaison with external agencies supports students' learning and behavioural needs. Trustees make informed decisions about resourcing to enable equitable opportunities to learn.
Cultural identity and values are well embedded in the school's curriculum. Māori students are affirmed in their language and culture and the bilingual class allows students to extend their knowledge and learning in te reo Māori. Respectful tikanga practices support student behaviour and contribute to a positive whānau school culture.
The management and use of student achievement information requires strengthening. Priority should be given to:
strategically monitoring and reporting on rates of progress and acceleration for at-risk students over time.
There is a need to further strengthen:
The school is a signatory to theEducation (Pastoral Care of International Students) Code of Practice 2016established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Awapuni School (P.North)’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
To improve current practice, the board of trustees should undertake general policy review with a particular focus on improving health and safety procedures and practices.
Phil Cowie
Director Review and Improvement Services
Central Region
5 June 2019
| Location | Palmerston North |
| Ministry of Education profile number | 2339 |
| School type | Contributing (Years 1 – 6) |
| School roll | 86 |
| Gender composition | Female 43 Male 43 |
| Ethnic composition | Māori 36 NZ European/Pākehā 17 Cook Island Māori 7 Other Pacific 6 Other Asian 6 Tokelau 4 Filipino 4 Other 6 |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | Yes |
| Number of Māori medium classes | 1 |
| Total number of students in Māori medium (MME) | 19 |
| Review team on site | February 2019 |
| Date of this report | 5 June 2019 |
| Most recent ERO report(s) | Education Review June 2016 Education Review December 2012 Education Review November 2009 |