Pauatahanui School

Summary

Pauatahanui School caters for 184 children from Years 1 to 8 and 16 identify as Māori. Its semi-rural location on the Pauatahanui Inlet is reflected in the school’s motto, ‘Where town meets country’.

Staffing has been stable following a number of changes in 2014. Current trustees were all newly elected in the 2016 election. Most classroom spaces have undergone refurbishment. The board of trustees provides additional resourcing for building teacher practice through targeted professional development.

Pauatahanui School is a member of the Northern Porirua Community of Learning | Kāhui Ako.

How well is the school achieving equitable outcomes for all children?

Most children continue to achieve at or above in relation to the National Standards in reading, writing and mathematics. The school has strengthened its response to Māori and other children whose learning requires improvement.

The senior leadership team has worked deliberately to promote improvement through:

• building a collaborative culture to deepen teachers’ knowledge of and responsiveness to learners
• a strategic and coherent approach building teachers’ capability and practice in priority areas
• developing systems which better track and monitor the progress and achievement of targeted learners.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

• further develop and refine systems for better determining learning progress and promoting acceleration for learners at risk of poor educational outcomes.

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

Equity and excellence

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

The school has strengthened its response to Māori and other children whose learning requires improvement. Leaders continue to develop and refine systems for better determining learning progress and promoting acceleration.

Most children achieve at or above in relation to National Standards in reading, writing and mathematics. There is sustained high achievement over time in reading and mathematics. Māori learners continue to achieve as well or better than their peers. The school acknowledges the disparity of achievement for boys in writing and has set targets for improvement.

In 2017, the school has sharpened its focus on groups of students whose achievement needs accelerating through:

• improved use of data to identify specific target groups
• individualised targeted plans for learners at risk
• improved monitoring of student progress by teachers, teams and senior leaders
• better use of assessment information for teaching.

There is a wide range of strategies and resources to support learners with additional needs. The school works with appropriate agencies and contributing early learning services to support their responsiveness. A next step is for the school to evaluate the effectiveness of its provision for these children.

The school has worked to strengthen the use of achievement data through improved systems for collecting, analysing and sharing information. Further development of systems and practices for internal and external moderation should improve the robustness and dependability of achievement judgements.

So that children more clearly understand the focus of their learning, teachers are developing practices to assist them to know how well they are achieving and progressing and their next steps. Opportunities are provided for parents to know about the learning of their children and how they can support this. Further exploring ways to enrich learning partnerships with families of children whose learning is at risk is a next step.

School conditions supporting equity and excellence

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

The school is well placed to continue to promote equitable and excellent outcomes for children. They are well supported to achieve, be confident learners and enjoy a sense of belonging. Collaboration and independence are encouraged. Useful connections to a wider range of groups in the community are being developed.

There is a considered approach to strengthening acknowledgment of identity, language and culture for Māori students and their families. Aspirations of whānau Māori are sought and valued. This provides useful direction for developing the curriculum. Children have opportunities to learn about te reo me ngā tikanga Māori. Teachers continue to grow their cultural competence.

There is a clear focus on providing a broad curriculum that integrates learning areas. Children’s engagement and enjoyment are enhanced as they make choices about their learning. Teachers are responsive to the interests of children through their learning programmes.

The senior leadership team has worked deliberately to promote improvement through:

• building a collaborative culture to deepen teachers’ knowledge of and responsiveness to learners
• a strategic and coherent approach building teachers’ capability and practice in priority areas
• developing systems which better track and monitor the progress and achievement of targeted learners.

There is a considered approach to aligning school processes and professional learning to its aspirations for equitable student outcomes. A focus on professional collaboration is supporting teachers to explore new practices and approaches to teaching and learning. The appraisal process has been strengthened to align with Education Council requirements and school priorities.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Processes and practices for achieving equity and excellence have been strengthened. Trustees have good processes and systems to undertake their responsibilities. There is a focus on developing positive relationships across the school community. The board receives good information for decision making, and appropriately provides strategic planning and resourcing to reflect school priorities. New trustees are building a shared understanding of promoting equity and excellence through stewardship.

Development of curriculum guidelines and expectations for teaching and learning continues. The provision of clear documentation should strengthen coherence and better reflect a local base and the aspirations held for Māori and other learners.

The value of self-review and evaluation to inform improvement is recognised. Good use is made of focused questions and critical reflection against indicators to examine practice and provide clear actions for improvement. The school is increasing opportunities for gathering student and community perspectives and is responsive to findings. Further strengthening internal evaluation by ensuring there are clear processes and shared understandings of effective practice are next steps.

Next steps are to:

• further develop and refine systems for better determining learning progress and promoting acceleration
• continue to develop curriculum guidelines and expectations for teaching and learning to strengthen cohesion and reflect a clear vision for the Pauatahanui learner
• continue to strengthen inquiry and internal evaluation.

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

• 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.

To improve current practice, the board of trustees should ensure all policies and procedures are well known and understood by all parties, particularly those relating to aspects of health and safety.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

• further develop and refine systems for better determining learning progress and promoting acceleration for learners at risk of poor educational outcomes.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

19 September 2017

About the school

Findings

High levels of student engagement are evident and students are achieving well. They participate in a wide range of learning experiences in the local environment. The strength of some school management systems has been sustained during a period of change but several areas require redevelopment.

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?

Pauatahanui School is a semi-rural primary school for Years 1 to 8 students. At the time of this ERO review, 178 students attended, 15 of whom identified as Māori.

The school overlooks the Pauatahanui Inlet. Its grounds and play areas are well resourced to support students' creative play and physical activity.

Since the February 2011 ERO report, there has been high turnover of staff and board of trustees' membership. A new principal and three teachers were appointed at the end of 2013. During 2014, three new teachers, including a deputy principal, started at the school. A new board was elected in 2013 and three new trustees joined the board in June 2014.

2 Learning

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

Students are achieving well. Increased use of achievement information is likely to enhance the progress of those students who are underachieving.

Teachers use achievement data appropriately to identify underachieving students. They plan teaching strategies and school wide interventions to support the progress of these learners.

The 2013 end-of-year student achievement information showed high achievement for most students in relation to the National Standards in reading, writing and mathematics. The principal collated and analysed trends and patterns of achievement in this data.

The 2014 student achievement targets are appropriately set in response to data analysis. Key improvement strategies include relevant professional development and specific teaching strategies to support students’ progress towards these targets.

The special education needs coordinator (SENCO) has sound systems for managing school wide support for special needs students and priority learners.

Use of student achievement information can be extended by improving:

• reports to the board. Regular reports should include information about overall student progress and achievement in relation to the National Standards
• reports to parents by more clearly stating each student’s achievement in relation to National Standards
• students’ understanding and ownership of their learning and progress. Consistency of student goal setting and review is likely to enhance this process.

3 Curriculum

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

The school's curriculum promotes and supports student learning. High levels of student engagement are evident. Students are motivated and keen to learn.

Values are an integral part of the curriculum. The principal and staff have recently re-examined these values and defined what they mean for students and staff. Students have many opportunities to participate in a wide range of learning experiences within the local environment.

The principal has identified the need to redevelop curriculum documents. Planned curriculum development is likely to enhance the quality of implementation for learners. Developing a shared understanding and ownership of the curriculum with the new teaching team is an important next step.

The mathematics and literacy guidelines include useful information for teachers. A priority is to establish guiding documents for all other essential learning areas.

Senior leaders should consider how they might provide students with the opportunity to learn a second language, particularly students in Years 7 and 8.

Relationships between teachers and students are positive. Teachers use a range of information and communications technologies to support learning. Teacher aides work with priority learners in classrooms.

The introduction of school wide kapa haka has begun to develop teachers’ and students’ knowledge of te reo me ngā tikanga Māori. This is guided by external tutors. Further development of teachers’ confidence and competence in te reo Māori should strengthen this bicultural focus.

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

Māori students are achieving well. Teachers are at an early stage of integrating Māori culture, language and identity in the curriculum. Learning about local Māori history is a recent focus and Matariki is recognised and celebrated.

To strengthen trustees’ and teachers’ support for success for Māori, as Māori, and ensure that students' culture, language and identity is valued:

• the board should use Ka Hikitia: Accelerating Success 2013 - 2017, to develop strategic direction informed by consultation with whānau
• teachers should use Tātaiako: Cultural Competencies for Teachers of Māori Learners to guide their development.

4 Sustainable Performance

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

With recent high staff and board turnover, sustainability has been put to the test. The strength of some systems has been sustained, but there are significant areas that require redevelopment for the school to be well placed for the future.

The current charter provides good direction. It documents the vision, purpose and agreed values. The principal reports to the trustees on progress towards strategic goals at each board meeting.

The newly-established senior leadership team is working collaboratively with staff to build shared understandings of school systems and processes. Induction of new staff has been consistently implemented.

Areas for development include:

• strengthening self review through increased emphasis on evaluation and clear indicators of quality to guide the process
• ensuring all trustees on the new board have a clear, well-developed and shared understanding of good governance practices
• strengthening appraisal. Not all teachers’ appraisals were completed in 2013. Linking appraisal to teachers’ inquiry into their practice requires continued support and planning
• improving school/community relationships. Trustees identify this as a strategic goal and ERO’s evaluation supports this priority. It is important that parents, students and teachers continue to work together to maintain teaching and learning partnerships that optimise students’ learning and development
• policy review. Some school policies require updating, particularly for guiding health and safety practices. Trustees have a plan for this process.

Trustees and school leaders need to continue to prioritise areas for improvement to ensure that they are developed sequentially and sustainably.

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:

• a careers education curriculum overview should be developed to ensure that students in Years 7 and 8 are provided with an appropriate careers education and guidance programme
• health and safety policies should be updated.

Conclusion

High levels of student engagement are evident and students are achieving well. They participate in a wide range of learning experiences in the local environment. The strength of some school management systems has been sustained during a period of change but several areas require redevelopment.

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

Joyce Gebbie

National Manager Review Services Central Region

25 September 2014

About the School