- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
The board, school leaders and teachers continue to actively promote the 'Papanui Pathway for Learning' in ways that enhance student learning and their sense of wellbeing.
The school’s curriculum effectively engages students in learning and is helping to promote their progress and achievement.
The principal, with the active support of other leaders, provide strong student-centred, improvement-focused, professional leadership.
ERO is likely to carry out the next review in three years.
The school has experienced significant roll growth since the May 2012 ERO review. This has led to changes in staff, and a more diverse student population. Leaders and teachers have managed these changes very well.
The school’s involvement with other local schools has led to improved provisions for students’ transition into and beyond the school.
The board, leaders and staff have successfully retained, and in many instances built on, the strengths identified in the previous report. For instance, the board, school leaders and teachers continue to actively promote the ‘Papanui Pathway for Learning’ in ways that enhance student learning and their sense of wellbeing.
The school’s progress towards addressing the areas for improvement in the last report are most evident in the more robust process for setting student achievement targets and for the appraisal of staff.
The school makes very good use of student achievement information to promote positive outcomes for students.
This effective use is most evident in the:
way specific targets and plans are set for groups of students across the school and within classes, as well as collaborative goal setting with individual students
significant efforts teachers make to help students to achieve these targets by reflecting on, and adapting their programmes and practices
quality of the additional learning support provided for the students identified with the greatest learning needs
useful monitoring, analysis and reporting of achievement trends and patterns by school leaders.
Improvements in the quality of assessment practices are helping teachers to make more reliable overall judgements about students’ progress and achievement towards the National Standards.
Currently reports to parents only include information about their children’s achievement against the National Standards once a year.
Leaders and teachers must report twice a year to parents about students’ achievement in relation to the National Standards. The reports should also include strategies parents can use at home to support their children’s learning.
The school’s curriculum effectively engages students in learning and is helping to promote their progress and achievement.
This effectiveness is most evident in the lift in student achievement levels over the last three years in written language and mathematics. More students now achieve at and above the National Standards in these areas.
Teachers provide students with a well-balanced range of learning opportunities that successfully integrates the key elements of the New Zealand Curriculum.
Features of the school’s curriculum include the way teachers:
Professional development in oral language and promoting positive student attitudes to learning has enhanced teaching programmes and practices. The move towards more collaborative teaching practices is leading to greater use of staff strengths to benefit students’ learning.
The school provides students with a positive, supportive and learning-focused environment. The principal, other leaders and staff actively promote the school’s values and good standards of behaviour. This clearly fosters students’ sense of belonging and wellbeing.
School leaders and teachers should:
The school promotes success for Māori students as Māori well and educational success for Māori very well.
The school’s practices and the quality of relationships between staff and students help to acknowledge and affirm Māori students’ cultural identity.
There is increasing evidence of te reo and tikanga Māori becoming an integrated part of the school’s curriculum. This includes:
Māori students achieve better than their peers in literacy and numeracy. A strong focus on professional development in raising Māori student achievement has been a critical factor in promoting such success.
The teacher with responsibility for Māori, with the support of the principal, is taking appropriate steps to develop a long term plan that should help to:
The school is well placed to sustain and improve its performance.
The principal, with the active support of other leaders, provide strong student-centred, improvement-focused, professional leadership. These leaders have successfully created a school culture that fosters teamwork, collaboration and a sense of unity. Decision making is becoming increasingly evidence based. Innovation is encouraged and critical reflection actively promoted.
Sustained professional development and support, complemented by robust teacher appraisal, is promoting ongoing improvements to the quality of education for students. Teachers are having increasing opportunities to use their strengths and undertake leadership roles.
School leaders provide the board with useful reports to inform their decisions. Trustees actively support good quality professional development for teachers and initiatives designed to improve students’ learning and wellbeing.
Links between the school and its parent community are effectively fostered. There is growing evidence of parents being involved in key decisions relating to their children’s education.
The principal and other school leaders should consider ways of developing a more coherent approach to overall school improvement and making better use of some existing information to support decision making.
The board and school leaders should:
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:
The board, school leaders and teachers continue to actively promote the 'Papanui Pathway for Learning' in ways that enhance student learning and their sense of wellbeing.
The school’s curriculum effectively engages students in learning and is helping to promote their progress and achievement.
The principal, with the active support of other leaders, provide strong student-centred, improvement-focused, professional leadership.
ERO is likely to carry out the next review in three years.
Graham Randell
Deputy Chief Review Officer Southern
9 June 2015
|
Location |
Christchurch |
|
|
Ministry of Education profile number |
3466 |
|
|
School type |
Contributing (Years 1 to 6) |
|
|
School roll |
253 |
|
|
Gender composition |
Boys 55%; Girls 45% |
|
|
Ethnic composition |
NZ European/Pākehā Māori Asian Cook Island Samoan Fijian Other ethnicities |
71% 14% 3% 1% 2% 1% 8% |
|
Review team on site |
May 2015 |
|
|
Date of this report |
9 June 2015 |
|
|
Most recent ERO reports |
Education Review Education Review Education Review |
May 2012 September 2008 June 2005 |
