Papanui Junction School - 22/05/2017

Summary

Papanui Junction is a small rural school in the remote Turakina Valley, west of Taihape. The school caters for students from Years 1 to 8 and at the time of this ERO review there were 11 students.

Since the January 2014 ERO report, staffing has remained stable. Few changes to board membership provides continuity in stewardship of the school.

Strong support from families and the community continue to be a feature of the school. Parents run a playgroup in the school hall which supports children’s transitions to school. The school has formed close professional relationships with two local schools and is a member of the Taihape Community of Learning.

The school’s community have identified that honesty, respect, caring, pride and doing our best, are the qualities they wish to see developed in their children.

How well is the school achieving equitable outcomes for all children?

The school has sound systems and processes to support the promotion of equity and excellence. Most students are achieving well and the school is responsive to those children whose learning needs acceleration.

The school environment has a positive tone. Relationships are warm and respectful. Students experience a broad curriculum and have opportunities to learn in authentic contexts. There is collective responsibility for and a strong focus on student learning and wellbeing.

To further improve outcomes for students the board, principal and teachers should: continue to promote students’ ownership of their learning; align appraisal to meet current legislation; continue to develop teaching as inquiry; strengthen tracking and monitoring to show progress of students and further develop internal evaluation to determine effectiveness of practice.

The school demonstrates good progress toward achieving equity and excellence in educational outcomes for students, supported by effective, sustainable processes and practices.

ERO is likely to carry out the next review in three years. 

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

Student achievement has remained consistent over time. In 2016 the school reported that most students achieve in relation to the National Standards in reading, writing and mathematics, with a significant number achieving above in reading.

The school responds well to those students whose learning and achievement needs acceleration. Teachers know their students and plan appropriately to meet their needs. The school works closely with parents and external agencies to support students. Those learners targeted make good rates of progress, with some acceleration evident.

The school uses a wide range of assessment data to support overall teacher judgements in relation to National Standards for reading and mathematics. External moderation has occurred in writing using the school’s matrix. Strengthening external moderation practice is a next step identified by the school. This should promote improved dependability of judgements. Further developing systems and processes for tracking and monitoring student achievement to show progress, should help the school identify successful strategies for acceleration.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Community collaborations enrich opportunities for students to become confident, connected, actively involved, lifelong learners through:

  • planned and deliberate actions with local schools to extend learning opportunities for students and counter the effects of isolation.
  • parents, whānau and the community being welcomed and involved in school activities as valued partners in learning
  • collaboration with the playgroup to support seamless transitions to school.

The school’s curriculum effectively promotes the school’s priorities and supports targets for equity and excellence. A strong core curriculum prioritises literacy and numeracy. Other curriculum areas are integrated through an inquiry approach. The curriculum is coherent and students have sufficient opportunities to learn. Digital platforms support and enhance learning opportunities. Currently development of this is a focus of the principal’s inquiry.

The school is continuing to develop the curriculum to be culturally responsive. This is supported by an external agency and collaboration with a nearby school, with opportunities to learn through authentic local contexts.

Teachers work together to plan curriculum, design tasks and activities and assess student progress.

Student leadership is promoted. Students are able to identify their own learning needs and goals. Further developing student ownership of their learning is a school priority in 2017.

Students participate and learn in a caring and collaborative learning environment where tuakana teina is evident and self-management is promoted.

The performance management process for teachers supports their professional growth and development. This includes goal setting aligned to school priorities, observations with feedback and feedforward and an appropriate focus on students at risk of not achieving success.

Continuity of trustees on the board contributes to sustainability and supports new board members. They are well informed about school operations, practices and student achievement. Trustees and leaders gather a range of useful information to make decisions and allocate resources to support improvement.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Good systems and processes support student achievement and the running of the school.

To further improve equity and excellence for all students, teachers and trustees should:

  • continue to promote students’ ownership of their learning
  • align appraisal to meet current Education Council requirements
  • continue to develop teaching as inquiry
  • strengthen tracking and monitoring to show progress of students
  • further develop internal evaluation to better enable measurement of the impact of initiatives on student outcomes.

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
  • 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.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • continue to develop assessment practices to support student ownership of learning and to more clearly show the progress of students targeted for accelerated progress
  • continue to develop teaching as inquiry and align appraisal to meet current Education Council requirements
  • develop internal evaluation to know about effectiveness of teaching practice.

ERO is likely to carry out the next review in three years. 

Patricia Davey
Deputy Chief Review Officer Central (Acting)

22 May 2017

About the school

Location

Taihape

Ministry of Education profile number

2420

School type

Full Primary School (Years 1 - 8)

School roll

11

Gender composition

Female 6, Male 5

Ethnic composition

Pākehā 11

Provision of Māori medium education

No

Review team on site

March 2017

Date of this report

22 May 2017

Most recent ERO report(s)

Education Review January 2014
Education Review December 2010
Education Review May 2008