151 Doncaster Road , Papamoa, Tauranga
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Pāpāmoa College
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
Pāpāmoa College is located in the Western Bay of Plenty. The co-educational school provides for students from Years 7 to 13. They are the host school for a satellite of Tauranga Special School. Since the previous ERO review a new principal has been appointed and there have been changes to the leadership team. The school vision is Embracing opportunities; Creating excellence.
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.
Part A: Previous Improvement Goals
Since the previous ERO report of September 2022, ERO and the school have worked together to evaluate the effectiveness of strategies used to accelerate the progress of Year 7 to 10 learners in literacy, with a specific focus on learners who are not yet achieving at expected curriculum levels.
Expected Improvements and Findings
The school expected to see:
Improved outcomes in literacy for all learners, especially Māori and Pacific students, and those with additional learning needs whose progress needs accelerating.
- National Certificate in Educational Achievement (NCEA) results in literacy have improved for all learners.
- Accelerated progress is evident for most learners who are not yet at the expected curriculum level, including Māori and Pacific students.
- Most students with additional learning needs make progress against their personalised learning goals.
Robust systems and processes to support literacy teaching and learning.
- A clear strategic focus on raising achievement in literacy across the school includes monitoring of key actions and expected outcomes.
- Effective analysis of achievement information enables a thorough understanding of where each learner is on their learning journey.
- Multiple targeted interventions and initiatives are in place to support literacy learning; these have resulted in improved outcomes.
Consistent approaches to literacy teaching and learning from Years 7 to 10.
- Over time, professional learning and development has focused on building capacity to implement effective literacy strategies across the school and improve teaching and learning.
- Literacy leaders are establishing a common language for literacy and designing and implementing effective approaches to teaching literacy.
- Targeted resourcing supports students who need additional support to achieve at expected levels in literacy.
The greatest shift that has occurred in response to the school’s action has been the strategic development and embedding of robust systems and processes to align the approaches to literacy learning for improved student outcomes.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most students are making progress and achieve well. |
- Most students achieve NCEA levels 1, 2 and 3 and a small majority achieve University Entrance; achievement outcomes for Māori and Pacific students have improved to become more equitable.
- Progress and achievement information for students in Years 7 to 10 shows that most students are making expected progress against curriculum levels.
- Most students leave Pāpāmoa College with a meaningful qualification and a pathway.
- Less than half of students have regular attendance; the Ministry of Education target for regular attendance has yet to be achieved.
Conditions to support learner success
Collaborative leadership works well and strategically, to make evidence-informed decisions to improve student outcomes. |
- Strategic priorities are informed by a range of high-quality evidence; planning is coherent, and improvement actions are evaluated for impact on student outcomes, including improving engagement and equitable outcomes for all students.
- Leaders are highly committed to ensuring and providing multiple opportunities for all students leave with a meaningful qualification and a purposeful future pathway.
- Leaders have high expectations, build relational trust and collaboration at all levels of the school community to achieve the strategic vision and improvement goals.
Students have opportunities to learn across the breadth of the curriculum and are well supported by effective teaching practice. |
- Teachers know and value their students; they create orderly and purposeful learning environments that encourage engagement in learning.
- Learning programmes are continuously reviewed and strengthened to meet the needs and aspirations of students including Māori and Pacific students.
- Students with specific learning needs are clearly identified and supported to achieve through additional personalised learning opportunities.
Organisational conditions are increasingly aligned and drive strategic improvement. |
- Professional learning and development are prioritised, well aligned with strategic initiatives and underpin ongoing improvements and quality teaching and learning.
- The school is strengthening partnerships with the community to inform and support its strategic direction.
- Student feedback indicates that the school is an inclusive environment where differences are valued.
- The board effectively represents, serves and works with the school community to collaboratively identify the school improvement priorities and ensure accountability measures for improvement are in place.
Part C: Where to next?
The agreed next steps for the school are to:
- continue to build a positive culture through the ongoing implementation of planned strategies that promote learning and engagement and improve attendance
- continue to strengthen approaches that work towards achieving equitable outcomes for all, in particular Māori and Pacific learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- embed attendance strategies and further implement identified approaches designed to enhance the quality of learning that support engagement of students
- implement planned strategies to further develop the values-based learning culture
- design and implement a programme of professional learning to build teacher confidence and capability in te reo Māori, me onā tikanga Māori and mātauranga Māori
- continue to evaluate initiatives taken to improve outcomes for Māori and Pacific students
Annually:
- evaluate and report on the impact of the implementation of planned strategies that promote learning and engagement on student attendance and outcomes
- use an agreed process to review and report on how effectively teachers are integrating te reo Māori, me onā tikanga Māori and mātauranga Māori in the classroom
- monitor and report on engagement, progress and achievement data for Māori and Pacific students to know what is working and to identify next steps.
Actions taken against these next steps are expected to result in:
- increased levels of achievement for all, particularly Māori and Pacific students
- higher rates of attendance and engagement within a positive culture for learning.
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
11 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
Pāpāmoa College
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of August 2024, the Pāpāmoa College 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
Actions for Compliance
ERO has identified the following area of non-compliance during the board assurance process:
- renewal of police vets for non-teaching staff every three years .
[s 104, Education and Training Act 2020]
The board has since addressed the area of non-compliance identified.
Further Information
For further information please contact Pāpāmoa College, 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
11 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
Pāpāmoa College
Provision for International Students Report
Background
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 534of 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 18 international students attending the school, and 35 exchange students.
Findings
Provision for international students at Pāpāmoa Colleges was offered for the first time in 2024. The planning and implementation of a programme for international students was strategically planned and the expected outcomes prioritise student wellbeing and quality education.
An international dean meets regularly with students to support with any pastoral care needs. Students experience a personalised academic programme including assistance with English language where needed. They have many sport and cultural opportunities to be involved in the life of the college and in the wider community.
Feedback from students is gathered and responded to on a regular basis and forms part of the ongoing self-review. Students provided positive feedback about the care they received at school and their home stay experiences.
Shelley Booysen
Director of Schools
11 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
Papamoa College
Te Ara Huarau | School Profile Report
Background
This Profile Report was written within eleven months of the Education Review Office and Pāpāmoa College 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
Context
Pāpāmoa College is located in the Western Bay of Plenty. The co-educational school caters for students from Years 7 to 13. An acting principal is leading the school until the new principal begins in Term 4 2022.
Pāpāmoa College’s strategic priorities for improving outcomes for learners are:
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to further develop student learning through engagement, progress and achievement
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to further develop effective teaching
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to promote a safe and inclusive culture
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to engage with parents, whānau and the community.
You can find a copy of the school’s strategic and annual plan on Pāpāmoa College’s website.
ERO and the school are working together to evaluate the effectiveness of strategies used to accelerate the progress of Year 7 to 10 learners in literacy, with a specific focus on learners who are not yet achieving at expected curriculum levels.
The rationale for selecting this evaluation is:
-
the school recognises that progress and achievement in literacy needs accelerating for identified learners to ensure equitable outcomes
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the school has already committed to building capacity in literacy learning and wants to evaluate the impacts of these initiatives
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the school has identified the need for a cohesive and consistent approach to literacy learning from Years 7 to 10 to raise achievement.
The school expects to see:
-
improved outcomes in literacy for all learners especially the Māori and Pacific students, and those with additional learning needs, whose progress needs accelerating
-
robust systems and processes to support literacy teaching and learning
-
consistent approaches to literacy teaching and learning from Years 7 to 10.
Strengths
The school can draw from the following strengths to support the goal of evaluating the effectiveness of strategies to accelerate the progress of Year 7 to 10 learners in literacy:
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a strong relationship with local iwi who have contributed to a responsive and localised curriculum to facilitate literacy learning
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a culture of care and empathy to support learners to learn
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key leaders who bring strengths in literacy learning to support the growth in capacity of teachers
- effective data gathering across Years 7 to 10 to inform teacher practice.
Where to next?
Moving forward, the school will prioritise:
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establishing an evaluation team including key staff to focus on the effectiveness of literacy practice
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gathering key data and insights from a range of stakeholders to inform next steps
-
investigating current practices in Years 7 to 10 with the view to aligning the delivery of literacy learning.
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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
22 September 2022
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
This school hosts:
Te Toka Āhuru Learning Support a satellite of Tauranga Special School.