Pah Street , Motueka
View on mapTēnā 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.
Parklands School (Motueka) is located in Motueka and caters for learners in Years 1 to 8 in both English and Māori medium classes. The Māori medium rumaki is known as Taumata Kahuki. The school has KAHA values of Kotahitanga | collaborative, Ako | learn/teach, Haepapa |responsibility and Aroha |empathy.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Since the previous ERO report of January 2023, the school was to evaluate how effectively approaches to teaching and assessing reading responds to the needs of students in Years 4 to 6.
The school expected to see:
Strengthening teacher practice through implementing plans for professional learning in literacy.
A school-wide understanding of how reading is taught at Parklands School through the introduction of a bespoke reading progressions framework.
During the course of the evaluation, the school focused on building stronger relationships between learners and teachers, better engaging learners in school and embedding consistent behaviour expectations; these have resulted in an environment with conditions to increasingly support learner success.
The greatest shift that occurred in response to the school’s action has been an improved school culture and learners’ readiness to learn.
The following findings are to inform the school’s future priorities for improvement.
| Outcomes are improving for learners. |
| Leaders are establishing relational trust and collaboration at every level of the school community to achieve the strategic vision and improvement goals. |
| The use of agreed routines and structured practices is increasingly supporting more effective teaching and learning. |
| Conditions to support learner success are being established. |
Rumaki/Bilingual Outcomes and Condition to Support Learner Success
The school has a rumaki which was not reviewed at this time.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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 BooysenDirector of Schools
29 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of April 2024, the Parklands School (Motueka) Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO has identified the following areas of non-compliance during the board assurance process:
The board has since taken steps to address the non-compliance identified.
For further information please contact Parklands School (Motueka), 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
29 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were two international students attending the school, and no exchange students.
The school’s self-review of its provision and outcomes for international students is partially effective. Parklands School has recently reviewed their policies and procedures and updated their International Student Prospectus. Parklands attests annually to compliance with the code but has yet to complete a review against the code due to only recently enrolling International Students.
International students are encouraged and supported to participate in school life and activities.
Shelley Booysen
Director of Schools
29 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 18 months of the Education Review Office and Parklands School (Motueka) working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Parklands School (Motueka) - Te Kura o Pakarana is in the centre of Motueka, a township in the heart of the Tasman Province and 50km from Nelson City. Parklands is a full primary school offering both English and Māori Medium classes to students in Years 0 - 8. The rumaki is known as Taumata Kahuki.
The current Principal has been the tumuaki of Parklands School since January 2020. The school also is home to the district's Technology Education Centre which offers learning for students in Years 7-8 from 13 contributing schools from around the Motueka area.
Parklands School (Motueka)’s strategic priorities for improving outcomes for learners are for:
all tamariki to meet their full potential through a creative and responsive curriculum underpinned by evidence based teaching and learning practices
a strong sense of community with a strong culture which is healthy, inclusive and restorative
its commitment to te reo and tikanga Māori to be promoted through the safe, attractive learning spaces and grounds.
You can find a copy of the school’s strategic and annual plan on Parklands School (Motueka)’s website.
ERO and the school are working together to evaluate how effectively the school’s approaches to teaching and assessing reading responds to the needs of students in Years 4-6.
The rationale for selecting this evaluation is:
the school has identified that there are groups of students achieving less well in reading than other groups in this age range
strengthening teacher capability in teaching and assessing reading will support consistency of best practice in literacy across the school
to strengthen coherence in evaluating other priorities, including positive school culture, local curriculum and building partnerships with whānau.
The school expects to see equitable and excellent outcomes in reading as students move through the school.
The school has made progress towards its priorities in the time it has been in Te Ara Huarau. It can draw from the following strengths to support the school in its goal to improve outcomes for learners in reading:
early indications of progress towards equity in outcomes for learners across the curriculum as students build social resilience in changing times
increased opportunities to engage with reading across the curriculum and in a range of settings
the provision of quality resources and the commitment of teachers to improve capability to teach reading through increased collaborative learning and planning practices.
Moving forward, the school will prioritise:
strengthening teacher practice through implementing its plans for professional learning in literacy
developing and implementing a school-wide understanding of how reading is taught at Parklands School through the introduction of a bespoke reading progressions framework
continuing to accelerate the progress of its diverse groups of learners through targeted actions and resourcing.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
27 January 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of July 2022, the Parklands School (Motueka) Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Ye
Yes
Yes
Yes
For further information please contact Parklands School (Motueka) 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
27 January 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
27 January 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
At the time of this review, the Parklands School roll was 240, including 76 Māori children.
Special features of the school include a Māori bilingual class and an attached technology centre for Years 7 to 8 children in the district.
A new principal was appointed to the school in Term 3, 2016. Staffing is stable with many long-serving leaders and teachers. The board is a mix of experienced and recently-elected trustees.
A Ministry of Education (MoE) advisor has worked with the school and some teachers have participated in MoE programmes to improve learning and teaching.
The school is a member of the Motueka Kāhui Ako| Community of Learning (CoL).
The school has yet to achieve equitable outcomes for all children.
Since the beginning of 2017 the school has been strongly focused on accelerating the achievement of students who are at risk of underachievement. The school leaders have made effective use of internal evaluation to develop and implement a new organisational structure. This includes systems and practices to improve the quality of learning and teaching. These developments have been well accepted by staff and children. The school needs more time to embed and evaluate the effectiveness of these new approaches in accelerating student achievement, particularly for Māori and Pacific children, and for boys.
Leaders and teachers:
know the learners whose progress and achievement need to be accelerated
need to embed recent initiatives to improve the school conditions that support the acceleration of learners’ progress and achievement
need to build teacher capability to accelerate learners’ progress and achievement.
The school agrees to:
develop more targeted planning to accelerate progress for learners
monitor targeted planning, improved teaching, and learners’ progress
discuss the school’s progress with ERO.
ERO will:
ERO is likely to carry out the next review in three years.
The school has yet to effectively respond to Māori and other children whose learning and achievement need acceleration.
Māori and Pacific children and boys are achieving less well than their peers against National Standards in reading and writing. Children are making similar progress in the National Standards in mathematics.
Children with additional learning needs are well supported in their learning and the school environment. Their parents are kept well informed about their learning and wellbeing.
The school has made effective use of internal evaluation and external support to put in place systems and practices to accelerate children’s progress. These systems and practices identify, plan for and closely monitor the progress of children who need their progress accelerated.
Significantly more accurate and consistent assessment and moderation processes had been achieved by the end of 2016. This is due to school leaders’ effective use of internal evaluation, targeted professional development and robust monitoring practices. Some teachers are beginning to use a national evaluation tool to further strengthen their judgements. The school has yet to establish regular moderation with other schools to improve consistency across schools.
The school has a number of new processes that are in the early stages of implementation. It is too early to make judgements on their effectiveness in enabling equity and excellence.
The board and senior leaders have set a strong goal to improve student achievement and accelerate the progress of children at risk of not achieving success in their learning. The new operational structure is well aligned to achieving this goal and ensuring that the quality of learning and teaching significantly improves. Teachers support the implementation of the new structure. They are beginning to identify the ways changes to their teaching practices are improving outcomes for children.
Internal evaluation is effectively used to gather opinions from the many groups involved in the school, and to identify what is going well and where change needs to occur. The strategic plan goals are closely linked to the school’s vision and values, professional development and staff appraisal. Action plans are actively monitored and progress in implementing the plans is regularly reported to the board.
School leaders work together effectively. They share the same vision and goals for improving student achievement. They have put in place robust systems and practices to support teachers to improve their practice. Leaders closely monitor progress in teaching practice and children’s achievement.
The board, school leaders and teachers place a high priority on children’s wellbeing and physical safety. Children are well supported to develop strategies to help them manage their behaviour, work cooperatively with others and respect individual differences. Leaders and teachers know the children and their families well. They provide the resources for children to participate fully in the curriculum. Classrooms are calm and children are actively involved in their learning.
Te āo Māori is highly evident in classrooms and at school events. Many teachers have considerable skills in this area. They support the integration of te reo and tikanga Māori into all aspects of school life. Māori children are proud to be Māori. All children have many opportunities to understand and enjoy New Zealand’s bicultural heritage.
The board and school leaders have put a number of new systems and practices in place. It is too early for ERO to evaluate how well these systems and practices are supporting the school to achieve equity and excellence for all children.
Leaders need to extend internal evaluation practices to evaluate the impact of the new operational structure in improving student achievement, and the quality of learning and teaching.
The board, school leaders and teachers must improve student achievement and accelerate the progress of those children at risk of not achieving successful learning outcomes.
Leaders need to continue to build teachers’ capability so that children take more responsibility for their learning. In particular children need to be more involved in setting their own learning goals and contributing to curriculum decisions.
Leaders need to review the school curriculum document to ensure it provides sufficient guidance and clear expectations for teaching and learning. The school curriculum document also needs to reflect the school’s strong commitment to te reo and tikanga Māori.
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.
The school is a signatory of the Education (Pastoral Care of International Students) Code of Practice 2016 established 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.
How well placed is the school to accelerate the achievement of all children who need it?
The school is not yet well placed to accelerate the progress of children who need it. The school is developing capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.
Leaders and teachers:
know the learners whose progress and achievement need to be accelerated
need to develop and implement approaches that effectively meet the needs of each learner
need to embed recent initiatives to improve the school conditions that support the acceleration of learners’ progress and achievement
need to build teacher capability to accelerate learners’ progress and achievement.
The school agrees to:
develop more targeted planning to accelerate progress for learners
monitor targeted planning, improved teaching, and learners’ progress
discuss the school’s progress with ERO.
ERO is likely to carry out the next review in three years.
The principal has advised ERO that the school will continue to work with the Ministry of Education (MoE) to:
ERO acknowledges and supports this ongoing improvement partnership between the school and MoE.
ERO also requires the school to report progress regarding achievement and other key priorities at identified times over the next 18 months.
Dr Lesley Patterson
Deputy Chief Review Officer – Southern (Te Waipounamu)
28 September 2017
|
Location |
Motueka |
|
Ministry of Education profile number |
3213 |
|
School type |
Full Primary (Years 1-8) |
|
School roll |
240 |
|
Gender composition |
Boys 55% : Girls 45% |
|
Ethnic composition |
Māori 32% Pakeha 53% Pacific 4% Other 11% |
|
Provision of Māori medium education |
Yes |
|
Number of Māori medium classes |
1 |
|
Total number of students in Māori medium (MME) |
11 |
|
Number of students in Level 2 MME |
2 |
|
Review team on site |
July and August 2017 |
|
Date of this report |
28 September 2017 |
|
Most recent ERO report(s) |
Education Review June 2014 Education Review October 2010 Education Review January 2008 |