Pamapuria School

School Context

Pamapuria School provides education for approximately 100 children, an increasing number of whom have Māori heritage. The long established Years 1 to 8 school is located in the small rural settlement of Pamapuria, south of Kaitaia. The majority of children travel to school by bus, and many have whānau and community intergenerational connections with the school.

At the time of ERO’s 2015 review, the school had a new principal and a newly established board of trustees, following a two year period of Ministry of Education statutory intervention. School leaders and trustees were focused on implementing systems to support student wellbeing and reviewing teaching and learning programmes. Teachers have been involved in ongoing programmes of professional learning and development since that time.

In Term 1 2018, the board appointed a new principal and deputy principal, who were both current members of staff. School leaders are working collaboratively to strengthen the teaching team, with a focus on sharing effective practices, and supporting teachers new to the school. New policies and procedures are being implemented and internal evaluation systems are being broadened.

The school states that its vision for learning ‘Whakakahangia nga tauira o enei ra, kia mau tuturi ai ki nga wero a apopo: Empowering today’s learners to meet tomorrow’s challenges’, encompasses the attitudes and capabilities needed for learners of the future. These include literacy and numeracy skills, positive behaviours for learning, and digital learning skills. Respect for self, others and the environment are stated values, that encompass te reo and tikanga Māori, and whakawhanaungatanga.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

• whole school student achievement information in relation to expected curriculum levels
• analysed data comparing outcomes for boys and girls, and Māori and non-Māori students
• progress information relating to students achieving below expected curriculum levels.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Children generally make good progress during their time at school. Those who attend over consecutive years tend to do better overall in achieving the expected curriculum levels. A significant number of students have identified learning and behaviour needs. The progress of all children is monitored closely by classroom teachers and overseen by the deputy principal, who is also the special needs coordinator.

School data shows that nearly sixty percent of students, including those who are Māori, achieve at or above the expected level in literacy and mathematics. Students are achieving best in writing. Of those students below and well below expected levels, some make accelerated progress. High levels of transience impact on the lack of progress and achievement of a number of students, particularly that of boys.

Professional Learning and Development (PLD) for teachers has impacted positively in improving student learning outcomes in 2018. Teachers are embedding these good classroom practices, and have plans for improving strategies for teaching reading and mathematics in 2019.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Eighty-five percent of the students are Māori and the majority are achieving well. Each teacher has identified three or four target learners in the class who are achieving below expected literacy and numeracy levels. Teachers have had two years of PLD focused on Accelerated Learning in Literacy (ALL) and are developing specific skills and strategies to accelerate the progress of target learners. These strategies are being shared with teachers who are new to the school.

The board of trustees provides generous support for the accelerated learning approach. Support staff work alongside teachers in the classrooms, complementing the whole school targeted approaches. Most teachers differentiate their planning and track target learners’ progress. When required, they provide additional learning time and individual support. Senior leaders are supporting all staff to develop culturally responsive practices.

The success of the target intervention is variable, and is impacted by staff changes, attendance patterns, and teacher practice. Accelerated learning practices are now included as part of teachers’ professional inquiry. Data tracking the progress of targeted learners is also collated by the SENCO. An overall analysis and evaluation of the effectiveness of the targeted learning approaches could be a useful next step.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The school has an inclusive culture. Students’ holistic wellbeing is a priority for staff and board members, and each child, together with their whānau, is valued. Students’ cultural identity and whānau connections are well known to school leaders, social workers and agencies that support the school. The board should, however, ensure that a student and whānau satisfaction survey is conducted and reported at least annually.

The curriculum is becoming more relevant and localised. Teachers plan learning programmes collaboratively, and include a wide range of integrated learning opportunities. Children are physically active and benefit from health education, arts, sports and regular swimming lessons. They are keenly engaged in the recently introduced Garden to Table programme, and the revitalised kapa haka group. Education outside the classroom and trips away from the school are planned and purposeful.

The new leadership team is working collaboratively to enhance the school’s stated values and to develop positive attitudes to learning. Leaders welcome whānau involvement and communicate extensively with all staff. A new teacher appraisal system has been introduced that has an evidence-based inquiry focus, and encompasses the requirements of the Education Council for teachers to maintain a practicing certificate. Trustees should adopt a reporting process assuring them that all teachers are appraised annually.

Teaching and learning has been strengthened as a result of ongoing whole school teacher PLD. External facilitators have supported teachers to develop classroom practices that are responsive to children’s learning needs, including a new play-based transition to school programme. Students understand teachers’ learning intentions and know how their learning progress is being assessed. To embed these good practices, and support teachers new to the school, it is important to document the school’s expectations for effective teaching and learning.

Assessment processes are consistently monitored, and patterns in student achievement, particularly in literacy and numeracy, are analysed and used to inform resourcing decisions. The school gathers other data on learning and behaviour to inform its annual plans. The strategic plan should have long-term goals and measureable targets for school improvement. Critical analysis and systematic reporting in relation to these goals will further strengthen the school’s own internal evaluation.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Senior leaders and trustees agree that priorities for achieving equity and excellence and acceleration of learning include:

• external training for the board of trustees, particularly in the use of a work plan to schedule improved reporting in relation to strategic goals and targets, and assurance in meeting statutory obligations
• documenting the school’s expectations for teaching and learning to sustain professional learning and development, and support teachers new to the school
• developing a learner profile designed to support students acquire higher order inquiry skills and competencies as future focused, self-managing learners
• continuing to investigate meaningful ways to consult the community and engage whānau as partners in their children’s learning progress.

3 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
• finance
• 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.

Appraisal audit

The school has not met the requirements of the Education Council for the endorsement of teachers’ Practicing Certificates. Audit of the endorsement process identified that teachers, including the deputy principals, were not appraised in 2016 or 2017. Therefore, the Practicing Certificates that were endorsed in the last 12 months, were not supported with sufficient evidence that the required standards were met. A new appraisal system has been introduced to address this.

Action for compliance

ERO identified non-compliance in relation to employment and performance management.

In order to address this, the board of trustees must:

• operate personnel policies and employment practices that comply with the principles of being a good employer, and ensure that all teachers with a Practicing Certificate are appraised annually.[National Administration Guidelines 3(b), 5(c), State Sector Act 1988, s77A (1), (2) (a),(b)]

Area for improved compliance practice

To improve current practice, the board of trustees should:

• seek external training to improve governance, and formally adopt and become familiar with up-to-date school policies and procedures, particularly those relating to health and safety, and employment legislation, including an annual performance agreement with the principal.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• a collaborative leadership team that prioritises student wellbeing, achievement and progress, and is well positioned to implement improvements
• a learning culture supported by ongoing whole school professional learning and development
• school values of respect and whakawhanaungatanga that underpin responsive and relational practices.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• trustee training and systematic reporting procedures, to strengthen school governance
• continuing to engage parents and whānau in partnerships that support children’s learning progress and achievement
• continued development of inquiry and reflection to build internal evaluation.

ERO recommends that the school seek support from the Ministry of Education and the New Zealand School Trustees Association in order to bring about improvements in school management and governance outlined in this report.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Pamapuria School’s performance in achieving valued outcomes for its students is: Well placed.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

21 March 2019

About the school