Chadbury Street , Parklands, Christchurch
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.
Parkview Pārua School is located in southeast Christchurch and provides education for learners in Years 1 to 8. The school’s values are Manaakitanga - We belong, Whānaungatanga - Relationships, Mahi Tahi - We collaborate and work together and Ako - We learn together.
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 last ERO review in 2022, the school and ERO worked together to evaluate how well students in Year 4 are supported to develop self-managing skills and effective, lasting relationships with their peers.
The school expected to see:
Learners developing sustained social and emotional skills and being able to identify and name feelings.
Learners demonstrating increased skills and strategies for self-regulation.
Improved attendance and greater engagement shown in learning.
The greatest shift that occurred in response to the school’s actions has been the increasingly positive school culture. This has resulted in improvements in behaviour, attendance, and progress and achievement of students. Wellbeing information shows an improvement in attitude towards learning. Learners report they enjoy and look forward to attending and learning at school.
The following findings are to inform the school’s future priorities for improvement.
| A large majority of learners achieve at curriculum expectations in reading, writing and mathematics; the school is working towards equitable outcomes. |
| Collaborative leadership ensures the school’s vision, values and goals are well known and enacted providing consistency within the way the school operates |
| Learners have a well-considered curriculum that provides them with a wide range of opportunities for meaningful learning. |
| Strengthened school values provide a positive school culture that supports learners’ engagement and opportunity for learning, and improvement across all areas of school operation. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
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 Booysen
Director of Schools
1 August 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 Parkview Pārua 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 areas of non-compliance identified.
For further information please contact Parkview Pārua, 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
1 August 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 twelve months of the Education Review Office and Parkview Pārua 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
Parkview Pārua is located in north-east Christchurch and provides education for students in Years 1 to 8.
Parkview Pārua’s strategic priorities for improving outcomes for learners are to:
have a caring and supportive learning culture that allows all students to experience a range of learning opportunities that align with the school values
to nurture the well-being of all students via culturally responsive practices and relationship driven programmes and initiatives
enhance teaching practices and the use of school-wide digital learning tools that will engage and challenge students and foster creativity and curiosity.
You can find a copy of the school’s strategic and annual plan on Parkview Pārua’s website.
ERO and the school are working together to evaluate how well students in Year 4 are supported to develop self-managing skills and effective, lasting relationships with their peers.
The rationale for selecting this evaluation is to:
align with the school’s wellbeing focus, to increase levels of resiliency and self-management amongst students, particularly boys in years 4
focus on a holisitic approach for those learners in Years 3 and 4 to support their engagement and development of self-management and regulation
ensure that all students understand the school values well, and these are enacted and modelled by senior students.
The school expects to see students developing sustained social and emotional skills and be able to identify and name feelings. They will be able to take increased responsibility for their learning and use these skills to self-regulate. There will be improved attendance with greater engagement in the curriculum.
The school can draw from the following strengths to support the school in its goal to enable students in Year 4 to develop self-managing skills and effective, lasting relationships with their peers:
a consistent focus on building and sustaining positive relationships with all students
effective, engaging, student-driven activities that promote tuakana teina and hauora
a variety of learning opportunities and cultural activities.
Moving forward, the school will prioritise:
providing teachers with the training and resources they need to teach and support well-being
enabling students to better self-manage, both in and out of the classroom
monitoring school-wide wellbeing data and modify programmes accordingly.
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
29 July 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of June 2021, the Parkview Pārua Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Parkview Pārua Board of Trustees.
The next Board of Trustees 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
29 July 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Parkview School continues to provide a friendly and inclusive environment for children. This is a contributing factor to the children's engagement and enjoyment of learning. The increasing roll is enriched by the diversity of the school population. A new principal was appointed at the end of 2015 and began his role in April, 2016. New initiatives are in place to meet the specific needs of children, including those who have attended several schools. Senior leaders and teachers professionally benefit from and contribute to the local cluster of schools.
Trustees are experienced in their role and provide continuity of governance for the school.
The vision and valued outcomes defined by the school for all children are that they experience and contribute to a caring and supportive school culture and have many opportunities to collaborate and learn together in a family-like environment. These desired outcomes are underpinned by the school's values of manaakitanga, whanaungatanga, mahi tahi and ako.
The school’s achievement information shows that 70% of students are achieving at or above the National Standards in reading and mathematics, but fewer in writing. The school reports that Māori students are achieving at similar levels to their school peers in reading and mathematics and higher in writing. Class programmes and learning assistance support the acceleration of progress of students not yet achieving at national expectations. Shared moderation discussions across schools in the cluster have strengthened teachers' decision-making about children's achievement levels in writing.
Since the 2013 ERO review, the school has increased its focus on teaching as inquiry. Teachers share the effective practices they use to accelerate the progress of children at risk of not achieving equitable outcomes. They reflect on the effectiveness of their practice and share ideas and suggestions during their collaborative planning sessions. Teaching strategies gained from professional development such as the Accelerated Learning in Mathematics (ALiM) project are used to meet children's learning needs. Class teachers and leaders monitor children's progress and gather information that shows how well children's needs are being met.
Senior leaders and teachers are responding well to Māori children whose learning and achievement needs acceleration. They know the children and their backgrounds well. Māori children experience their language and culture in a positive and supportive environment.
The use of Māori values to enhance the school's learning environment has increased the positivity of relationships at all levels of the school. This has resulted in higher levels of engagement and learning for Māori children, and more meaningful relationships with the Māori community.
Teachers identify children who are not achieving at the National Standards and work with the special needs coordinator (SENCO) to allocate appropriate learning support. In addition, teachers share relevant information with parents, including ideas for supporting their children's learning at home. They keep a comprehensive record of the progress individual children make over time and also outline the teaching strategies that made a difference.
Leaders and teachers are developing a shared understanding of accelerated progress. They make good use of data to identify where progress has been made or further support is needed. An improved appraisal process encourages teachers to provide one another with feedback and ideas to enhance their teaching practice. Professional discussions at team meetings ensure all teachers are aware of the needs of the children and the actions that are proving most effective in meeting their learning needs.
The principal, with the staff, is currently updating documents and processes that are important for setting the direction of the school's future plans as well as meeting the recommendations outlined in the 2013 ERO report.
Parkview School responds effectively to the needs of other children whose learning and achievement need acceleration. The actions and strategies outlined above are in place for all children.
The school's organisational processes and practices effectively enact the school's values, goals and targets for equity and excellence. The current focus on Māori values has impacted positively on relationships, collaborative practices and the sharing of ideas for effective learning and teaching.
Teachers know the children and their backgrounds well and have made sure that Māori children can experience their language and culture in a positive and supportive environment. They are using Māori expertise and knowledge to promote and extend children's access to te reo and tikanga Māori along with cultural stories of the area.
The broad-based curriculum provide opportunities for children to reach their potential and to learn about the cultural narratives of the area. Regular whānau hui enables children to share their learning experiences, ideas and concerns in a caring environment. Hui with Māori whānau provides a culturally-responsive forum for sharing information.
The school's curriculum is at present being updated to better reflect its community, vision and new values. The current curriculum provides a balanced approach to responding to children’s interests and needs. The close proximity of the school to its natural environment enables teachers to plan locally focused learning experiences for children.
This includes ensuring:
The introduction of a positive approach to student engagement in learning has improved relationships at all levels of the school. Children are able to voice their preferences and set goals that enhance their levels of self-management. Many are benefitting from the range of opportunities they have to collaborate and learn from each other. The differentiated learning programme provides age appropriate challenges for individual children.
Parents are well informed of their children's progress and achievement. Teachers openly share ideas with parents and make sure the next steps in their children's learning are clearly outlined. Through the student-led conferences, parents and teachers work together with children to set goals and plan learning strategies.
Leaders and teachers are further developing collaborative inquiry practices to increase their professional capability and strength as a team. They have a reflective culture and a shared desire to build consistency and coherence across the school.
The school is very well led and recent changes have been carefully managed. The board of trustees use their commitment and collective strengths to provide effective governance of the school. They work well with the principal and consult widely. They receive clear information about learning and teaching. More regular reporting of analysed achievement information will support the board's decision making about resourcing.
The senior leaders have introduced new initiatives which now need to be embedded. These include:
The board and principal have begun planning their visioning for the school’s future. This needs to include:
Leaders and teachers:
Action: The board, principal and teachers should use the findings of this evaluation, the Effective School Evaluation resource, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to develop more targeted planning to accelerate student achievement. Planning should show how processes and practices will respond effectively to the strengths and needs of children whose learning and achievement need to be accelerated.
As part of this review, ERO will continue to monitor the school’s planning and the progress the school makes. ERO is likely to carry out the next full review in three years.
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 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
processes for appointing staff
stand down, suspensions, expulsions and exclusions
attendance
compliance with the provisions of the Vulnerable Children Act 2014.
It is recommended that the board and senior leaders seek appropriate professional learning and development to build a shared knowledge of effective internal evaluation.
Dr Lesley Patterson
Deputy Chief Review Officer Te Waipounamu Southern
2 November 2016
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Location |
Christchurch |
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Ministry of Education profile number |
3470 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
414 |
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Gender composition |
Boys 56%; Girls 44% |
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Ethnic composition |
NZ European/Pākehā Māori Pacific Other ethnicities |
76% 15% 4% 5% |
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Review team on site |
September 2016 |
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Date of this report |
2 November 2016 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
October 2013 September 2010 June 2004 |