Pamapuria School

Pamapuria School - 21/03/2019

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

Location

Pamapuria, Northland

Ministry of Education profile number

1076

School type

Full Primary (Years 1 to 8 )

School roll

99

Gender composition

Boys 55 Girls 44

Ethnic composition

Māori 84
Pākehā 12
other ethnic groups 3

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

November 2018

Date of this report

21 March 2019

Most recent ERO report(s)

Education Review December 2015
Education Review June 2014
Education Review February 2010

Pamapuria School - 24/12/2015

Findings

Pamapuria School has made significant progress. There is now a culture of high expectations for teaching, learning and achievement. The board, principal and staff continue to promote positive outcomes for student achievement and wellbeing. Trustees are developing their role as stewards of the school.

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

1 Background and Context

What is the background and context for this school’s review?

Pamapuria School is a small rural Year 1 to 8 primary school located near Kaitaia in the far North. The school, marae and church are local land marks of this small Māori community that identify with their hapū Te Paatu and iwi Ngāti Kahu. The school has provided education for local children for over 130 years. The school draws students and families from the wider local area, including Fairburn, Diggers Valley and Takahue, as well as from Pamapuria.

ERO’s 2014 report was based on two separate visits to the school, one in September 2013 and the other in April 2014. This 2014 report identified that in 2012, the school and community experienced significant distress about the safety and wellbeing of its students. It reported the arrest of the then deputy principal, the dismissal of the principal and the resignation of the board of trustees. At this time, the Secretary for Education appointed a commissioner to govern the school, and two different acting principals managed the school from mid-2012 until the end of 2013. At the start of 2014 a new principal began at the school.

The June 2014 ERO report affirmed that the school was settled, students appeared confident and happy, and that staff morale had improved. It noted that students and staff had responded positively to the new principal’s inclusive approach, and that members of the community had a new-found confidence in the school.

In light of the changes that had occurred in the school since 2012, ERO made the decision to continue to review progress at Pamapuria School over the course of 1 to 2 years. The longitudinal review process involved regular contact between ERO and the school, including visits to the school, to evaluate the progress made in improving the areas identified as priorities.

In May 2014 a new board of trustees was established. The Ministry of Education revoked the commissioner, being confident in the board’s capacity to govern the school effectively. The board and staff have continued to rebuild the vision and direction of the school for students, staff, parents and community. Since 2013 student numbers have increased and some teaching staff are new to the school.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

ERO and the board of trustees agreed on the following priorities for review and development for this 1-2 year review. In particular, the board agreed to further improve:

  • the quality of teaching and learning
  • the quality of the curriculum and its implementation
  • the effectiveness of school leadership
  • the effectiveness of school governance.
Progress
Quality of teaching and learning

The principal and senior leaders have a very strong commitment to improving teaching and learning. There is now a whole school understanding about what constitutes good teaching and learning at Pamapuria School. Teachers use student achievement data well to inform their planning and develop expectations for individuals and groups of students about their learning.

Over the last two years teachers have made significant shifts in practice, including improving the use of data through a focus on inquiry and an evaluation of their own practice. The use of specific learning strategies to support student progress has developed well. Teachers are collecting comprehensive, useful information about students learning and are monitoring this well. There is a stronger focus on using student achievement data to improve teaching and learning. Students are demonstrating an increased understanding of their progress and next steps.

Student achievement in reading, writing and mathematics is reflecting positive progress. Most students are achieving at and above the National Standards in these curriculum areas. Although there has been some regression at the mid-year stage with increased numbers of student below the National standards, senior leaders are looking at strategies to address this trend.

The next steps for the school are to:

  • develop more in-depth analysis of student achievement data to identify the progress and achievement of groups of students
  • continue to build teacher inquiry into their practice – including inquiry into the curriculum, professional learning and development, and appraisal processes.
Quality of the curriculum

Consultation with the community about the curriculum occurred in 2014 with a strong focus on reading, writing and mathematics. Parents and the community began developing a curriculum that would meet the learning needs and aspirations of students. Good progress has been made, however, the next steps for the principal and teachers are to:

  • ensure all learning areas of The New Zealand Curriculum (NZC) are planned for and delivered as required
  • ensure that the Year 7 and 8 students are receiving high quality technology programmes
  • strengthen the quality assurance processes for the curriculum
  • continue to refine the Pamapuria School curriculum so that it aligns with the school vision and reflects the requirements of the NZC.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

The school is well placed to sustain and continue to improve and review its performance.

The effectiveness of school leadership

The principal is an effective professional leader. He has been instrumental in bringing about school improvements over the last two years through a positive approach to managing staff and leading change. He has improved community perceptions of the school. With good external support in the initial stages of his principalship, he capably led teachers’ professional learning and specifically promoted teaching as inquiry and the strong focus on lifting student achievement. Staff work together well as a team. They are determined to make the school a continually better place for students, focused on their learning and achievement.

The principal and leadership team agree that their next steps include:

  • ensuring evaluative reporting to the board is occurring in all areas
  • ensuring evidence based inquiry reporting, including appraisal, and quality assurance processes are occurring across all school operations
  • continuing to build a culture of reflection and inquiry with staff and the board to support the school's capacity to evaluate its own performance as well as the effectiveness of school initiatives and interventions.
The effectiveness of governance

The board of trustees is a very capable group with experience that supports ongoing and sustainable improvement. Trustees have a strong commitment to their community and are developing their ability to use evidence-driven decision making. The board has implemented prudent financial management processes and has improved its approach to strategic planning. A useful reporting framework is in place.

The board’s accountability processes could be improved by reviewing and refining existing policies and deciding how these could be made more useful in helping the board meet its obligations and responsibilities.

The next steps for the board include:

  • formalising consultation processes with the Māori community
  • ensuring that the principal’s appraisal process is robust and supports him to continue to develop his understanding of his role as the educational leader and manager of the school
  • improving processes to ensure that police vetting requirements are met as required
  • continuing to support the principal in aspects of his teaching role, to reflect the recommendations made in the 2014 ERO review and to meet the new Education Council requirements
  • investigating ways of evaluating the effectiveness of the board's performance and ensure it effectively meets statutory requirements.

Board assurance on legal requirements

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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

To meet requirements, the board must ensure that health education consultation occurs every two years [Section 60B Education Act 1989].

Conclusion

Pamapuria School has made significant progress. There is now a culture of high expectations for teaching, learning and achievement. The board, principal and staff continue to promote positive outcomes for student achievement and wellbeing. Trustees are developing their role as stewards of the school.

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

Graham Randell

Deputy Chief Review Officer Northern

24 December 2015

School Statistics

Location

Pamapuria, Kaitaia

Ministry of Education profile number

1076

School type

Full Primary (Years 1 to 8)

School roll

122

Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori

Pākehā

Pacific

72%

23%

5%

Review team on site

September 2015

Date of this report

24 December 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2014

February 2010

September 2006