Wood Street, Paeroa
View on mapThis Profile Report was written within 12 months of the Education Review Office and Paeroa Central School 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
Paeroa Central School is a small, dual medium primary school located in Paeroa with in the tribal boundaries of the Pare Hauraki iwi grouping. It caters for students in Years 1 to 8. It provides education in both Māori and English mediums. An established principal continues in the role.
Paeroa Central School’s strategic priorities for improving outcomes for learners are:
Ako Learning – learning progressions and kauneketanga ako are evident in teacher planning and assessment with an improved rate of achievement for all target students and a focus on accelerated progress and student agency.
Mātauranga Knowledge – Māori cultural values and Haurakitanga are embedded, visible and practiced. The school will have a strong commitment to move towards bi-lingualism in all classes.
Te Taiao – Our Environment – To have a well maintained and resourced school.
Whanaungatanga Community – The Paeroa community will work together to make sure all students in Paeroa will thrive.
You can find a copy of the school’s strategic and annual plan on Paeroa Central School’s website.
ERO and the school are working together to evaluate how well teachers are using and understanding learning progressions and kauneketanga as a basis for accelerating the progress of those learners at risk of not achieving.
The rationale for selecting this evaluation is the need for:
greater capacity and consistency by teachers in their understanding and use of the learning progressions and kauneketanga for assessment and planning
greater understanding of how to use the learning progressions and kauneketanga should lead to teacher understanding of how to measure and monitor student progress towards end-of-year national curriculum expectations.
The school expects to see:
higher numbers of students making accelerated progress towards end-of-year national curriculum expectations, particularly those who are at risk of underachieving.
The school can draw from the following strengths to support its goal to evaluate how well teachers are using and understanding learning progressions and kauneketanga, as a basis for accelerating the progress of those learners at risk of not achieving:
the school culture is clearly underpinned by the tikanga and values of the iwi of Pare Hauraki that promotes a high level of support for the school in the local community
high quality and well documented systems and processes for planning and assessment
high levels of relational trust between the school and its parents and whānau.
Moving forward, the school will prioritise:
continuing to induct and support new staff in the use of learning progressions and kauneketanga in an environment of high staff turnover
monitoring the impact of the strengthened use of learning progressions and kauneketanga on student progress and achievement.
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.
Shelley Booysen
Director of Schools
15 June 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 April 2022, the Paeroa Central School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Paeroa Central School 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.
Shelley Booysen
Director of Schools
15 June 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Senior leaders have worked hard since the 2017 ERO review to build systems and processes needed to improve student outcomes in both mediums of instruction. Overall school culture and tone is now more positive and welcoming. There continues to be a need to build teacher capacity to enact these systems and processes with more consistency.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Paeroa Central School’s performance in achieving valued outcomes for its students is: Developing.
Paeroa Central School, Te Kura Tuatahi o Paeroa, provides education for students in Years 1 to 8. It has a roll of 92 children, of whom 86 identify as Māori. Most of these children whakapapa to iwi within Hauraki.
In mid-2017, just before the 2017 ERO review, and in response to whānau aspirations, school leaders and trustees worked with Hauraki iwi and the Ministry of Education to establish two rūmaki classes. Since that time a new principal has been appointed to the school, there has been a complete change of teaching staff and a new board of trustees. The dual medium structure of the school has become embedded under a unified mission statement and common values.
The school aims to enable students ‘kia rangatira te tū i te ao Māori, i te ao whānui hoki’ (to be successful in the Māori world and the wider world). The values of atawhaitanga | be kind to yourself, manaakitanga | be kind to others, panekiritanga | be the achieving kind, kotahitanga | be kind to the community, kaitiakitanga | be kind to the environment, are highly visible throughout the school.
The school is a member of the Ohinemuri Community of Learning│Kāhui Ako.
The areas for review and development identified in the 2017 ERO report focused on:
A comprehensive approach to assessment in both the English and Māori medium sections of the school has been developed and documented. The board has appropriate targets in place which focus on accelerating the progress of all students who are at risk of not achieving. Effective systems for the collation and use of achievement and progress data have been established. These include:
While all the systems and processes required are in place, their use by teachers needs to be strengthened. Teachers should:
The principal has ensured that a comprehensive programme of professional development to support the teaching of pānui pukapuka, tuhituhi, reo-ā- waha and pāngarau in line with TMoA is in place. The effectiveness of this professional development has been diminished by constant changes in teaching staff. The school has responded to this issue by developing comprehensive curriculum documents which reflect current theory and best practice in the teaching of te reo Māori in a total immersion setting.
Senior leaders now need to strengthen management and quality assurance systems and processes for supporting teachers to align classroom programmes to school-wide expectations.
There is a range of evaluation processes across various areas of school operation. The board of trustees has a cycle of regular policy review and the principal reports regularly to the board about progress towards meeting the strategic goals of the school’s strategic plan.
There is a useful process in place for guiding teacher inquiry. The focus of inquiry is to research and trial innovative teaching and learning strategies that will accelerate the progress of students who are at risk of under achieving. The inquiry cycle is clearly tied to the needs of students and includes evidence-based evaluation using student assessment data. Teacher inquiry is now embedded in the professional development programme of the school. The process has led to improved and more responsive practice where it has been fully implemented. Ensuring consistency of practice across the school is now a priority.
The evaluation of classroom programmes based on progress and acceleration data is being strengthened.
The school has developed a unified and coherent approach to curriculum delivery that ensures that parent and whānau values and aspirations are reflected in both mediums of instruction, while still maintaining the mana motuhake of both the NZC and TMoA.
Implementation plans or learning pathways for assessment and teaching in all the wāhanga ako and learning areas of TMoA and the NZC have been written. These plans are well informed by current theory and best practice and are under continual review in order to respond to the current school context.
A feature of the school curriculum is the increased visibility of Māori and Hauraki perspectives and knowledge in both English and Māori mediums. This visibility is evident in:
This culturally responsive approach has contributed to a reduction in the number of serious behaviour incidents in the school and a positive, welcoming school culture.
The school has established an open enrolment policy for whānau wishing their children to undertake total immersion Māori education. Teachers are using a number of strategies to support late immersion students including:
The school community should continue to review the enrolment policy ensuring that any ongoing discussion is informed by current theory and research about second language acquisition. Teachers need to continue to strengthen the ways late immersion students are supported, particularly in the area of reo-ā- waha.
The school is now able to sustain and continue to improve and review its performance. Leaders and teachers have built the capability to sustain and continue to improve student achievement. They have established a foundation of values that contributes to a positive school tone and relationships. This is likely to support improved student engagement, progress and achievement.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
In order to meet its legislative requirements, the board of trustees must strengthen the following areas:
In order to improve current practice, the board of trustees should strengthen:
Senior leaders have worked hard since the 2017 ERO review to build systems and processes needed to improve student outcomes in both mediums of instruction. Overall school culture and tone is now more positive and welcoming. There continues to be a need to build teacher capacity to enact these systems and processes with more consistency.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Paeroa Central School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
17 December 2020
Paeroa Central School, Te Kura Tuatahi o Paeroa, provides education for students in Years 1 to 8. It has a roll of 92 children, of whom 86 identify as Māori. Most of these children whakapapa to hapū and iwi within Hauraki.
At the time of the 2014 ERO review, the school was providing English medium education. During the last three years, in response to this review and whanau aspirations, school leaders and trustees have worked with Hauraki iwi and the Ministry of Education to establish two rūmaki classes. The board aims to create an environment where dual medium education leads to successful outcomes for all Māori and non-Māori learners.
The board of trustees was elected in 2016. The principal and several long-serving teachers have remained in their positions since the previous ERO review. Over this time, teachers have engaged in professional development to improve mathematics teaching. Some of the teachers have had initial training in Te Mārautanga o Aoteoroa and Te Reo Matatini.
The school is a member of the Ohinemuri Community of Learning│Kāhui Ako, through which teachers engage in professional discussions to improve teaching practices and learning outcomes for children.
The school is not responding well to Māori and other children whose learning and achievement need acceleration.
Processes related to productive partnerships with whanau, curriculum implementation, the pastoral care of children and collaborative leadership are contributing to equity and excellence.
Curriculum expectations and assessment, performance appraisal and internal evaluation practices are not sufficiently developed to achieve equity and excellence.
At the time of this review, school records show that achievement and attendance have improved. National Standards data shows that achievement in 2015 for reading and writing was significantly lower than in previous years, and mathematics was maintained. School achievement information in 2016 for children in the English medium classes shows that most are progressing well. However, the school does not have reliable information to show progress and achievement for children in the two rūmaki classes in relation to Ngā Whanakitanga.
At the time of this review, this school was not well placed to provide conditions for children to achieve educational excellence, or to address in-school disparities. The main areas of concern are:
leadership and teacher capability
low levels of achievement
assessment capability of teachers in the rūmaki
the quality of achievement information, and its use to show how well all children are achieving and progressing
performance management systems and practices
internal evaluation systems.
Leaders and teachers:
have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated
have not yet adequately established necessary conditions to effectively accelerate learning and achievement
are not well placed to achieve and sustain accelerated achievement for all children who need it.
ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.
The school is not responding well to Māori and other children whose learning and achievement need acceleration.
The development of the rumaki classes has impacted on the school-wide achievement in relation to the National Standards in 2016. The school’s achievement information shows for children, in English medium classes, nearly half made progress in reading. National Standards assessments indicate that most children achieved at expectations in mathematics, with some above. Teachers are engaging in professional development to improve writing achievement.
Attendance and engagement has improved since the development of the rūmaki. However, the school does not yet have reliable information about progress and achievement in relation to Ngā Whanaketanga Reo Māori.
Moderation of teacher judgements in relation to National Standards and Ngā Whanaketanga Reo Māori needs urgent development. Teachers have engaged in moderation of writing and mathematics assessments with other local schools.
Processes related to productive partnerships with whānau, curriculum implementation, the pastoral care of children and collaborative leadership are contributing to equity and excellence.
The school’s responsive partnership with parents and whānau is evidenced through the establishment of two rūmaki classes. Children are now well immersed in the language and culture of Hauraki. This is in response to whānau aspirations and iwi connections. Children and teachers are well supported by fluent, skilled kaiawhina. Children are motivated and involved, and attendance has improved.
English medium classes provide an appropriate emphasis on literacy and mathematics. There is increasing integration of te reo Māori and local iwi history, and the focused use of digital tools to support learning. Teachers are using strategies to enable children to develop as self-managing learners.
A positive culture of responsive care and community partnership is evident across the school. Parents and whānau are welcome and respected as partners in achieving valued outcomes for learners. School leaders, teachers and community volunteers respond readily to the pastoral care needs of children and their families in order to enhance children’s learning opportunities.
Leadership is collaborative and there is shared commitment to raising student achievement within a dual medium school. Sustained mathematics professional development has led to improved mathematics achievement. The board supports teachers in the provision of resources, programmes and interventions to assist at-risk learners to experience success in their learning.
Curriculum expectations and assessment, performance appraisal and internal evaluation practices are not sufficiently developed to achieve equity and excellence.
The following urgent developments are needed:
school targets to clearly identify groups of children whose learning progress requires acceleration
regular, specific reporting to the board about how well targeted children are accelerating progress
a planned, strategic approach to internal evaluation based on analysed achievement information
a consistent progressive learning pathway to support assessment, teaching and learning in reading and writing
shared teacher understanding in the rūmaki classes of Te Mārautanga o Aotearoa and Ngā Whanaketanga
teachers’ inquiries that consistently focus on strategies to accelerate the progress of all targeted at-risk learners.
Priority must now be placed on effectively managing the transition from English to dual medium education.
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.
ERO identified non-compliance in relation to learning and teaching, and children’s achievement. In order to address this the board must ensure that:
[National Administration Guideline 1(c)]
ERO identified non-compliance in the school’s appraisal processes.
In order to address this, the board must ensure that all aspects of the appraisal process comply with the requirements of the Education Council.
[s77C State Sector Act 1988]
At the time of this review, this school was not well placed to provide conditions for children to achieve educational excellence, or to address in-school disparities. The main areas of concern are:
leadership and teacher capability
low levels of achievement
assessment capability of teachers in the rūmaki
the quality of achievement information, and its use to show how well all children are achieving and progressing
performance management systems and practices
internal evaluation systems.
Leaders and teachers:
have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated
have not yet adequately established necessary conditions to effectively accelerate learning and achievement
are not well placed to achieve and sustain accelerated achievement for all children who need it.
ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.
ERO recommends that the school seeks further support from the Ministry of Education to bring about sustainable improvements in processes that relate to establishing curriculum expectations and assessment in relation to dual medium education, performance appraisal, and internal evaluation.
Lynda Pura-Watson
Deputy Chief Review Officer
31 May 2017
|
Location |
Paeroa |
|
Ministry of Education profile number |
1883 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
92 |
|
Gender composition |
Girls 48 Boys 44 |
|
Ethnic composition |
Māori 86 Pākehā 6 |
|
Provision of Māori medium education |
Yes |
|
Number of Māori medium classes |
2 |
|
Total number of students in Māori medium (MME) |
49 |
|
Total number of students in Māori language in English medium (MLE) |
92 |
|
Number of students in Level 1 MME |
0 |
|
Number of students in Level 2 MME |
0 |
|
Review team on site |
March 2017 |
|
Date of this report |
31 May 2017 |
|
Most recent ERO report(s) |
Education Review May 2014 Education Review July 2011 Education Review February 2008 |