Porritt School

School Context

Porritt School, located in Napier, is for students in Years 1 to 6. Currently 389 students are enrolled and 46 % identify as Māori.

The vision and valued outcomes defined by the school are encompassed in the school’s whakataukī: Mā māia, ko mātau. Mā mātau, ko momoho. Mā momoho, ka puta ki te whai ao, ki te Ao Mārama e. From hard work comes confidence and expertise. From confidence and expertise comes success. With success, we can go forth into the work with PRIDE: positive, respect, integrity, determination and excellence.

The current goal is to raise student achievement across the curriculum by: improving students’ oral language acquisition in Year 1 and engagement and achievement in reading Years 3 and 4; and raising achievement in mathematics in Year 5.

The board receives information about outcomes for students:

• in reading, writing and mathematics
• Māori learners in reading, writing and mathematics.

Professional learning and development in 2019 is focused on: culturally responsive and relational pedagogies; learning through play; restorative practice; and digital technologies. Development of te reo me ngā tikanga Māori is an ongoing focus.

Since the February 2017 ERO report, the school has experienced roll growth. An enrolment scheme was introduced in 2017. A new principal was appointed at the beginning of 2018 and a new board elected in 2019.

The school is a member of the Ahuriri Kāhui Ako.

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?

The school is making progress towards achieving equitable outcomes for all students. Outcomes across learning are often good but with some variation and inequity. Leaders and teachers continue to build the school’s effectiveness in addressing disparity.

School reported data, for the end of 2018, shows that a large majority of students achieved at and above expectation in reading with a majority in writing and mathematics. Boys and Māori students did not achieve as well as their peers. Leaders have inquired into this data and have identified the need for clarity and consistency of assessment practices across the school.

School reported midyear achievement data for 2019, shows that most students are on track to meet expectations by the end of the year in reading and mathematics, with a large majority in writing. This data shows a positive trend for all groups of students in reading, writing and mathematics. Māori students are achieving similarly to their non-Māori peers in writing and mathematics, less so in reading. Girls continue to achieve better than boys overall.

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

Based on the school’s definition of acceleration for mathematics and reading, the school’s 2019 midyear achievement data shows that:

• all those targeted in Year 5, including Māori students, have accelerated their progress in mathematics
• the majority of target students in Years 3 and 4, including Māori and Pacific children, accelerated their progress in reading
• information using a diagnostic tool indicates that Year 1 students progressed in their oral language acquisition.

School information indicates that more students across all year levels need their progress to be accelerated in writing as well as reading and mathematics. More focus on accelerating learning for all those Māori and other students who need this, is a significant 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’s approach to change and improvement is well considered. Inquiry and internal evaluation inform decisions for school development and improvement. As a result, the school has prioritised actions focused on achieving equity and excellence outcomes for all students. Distributed leadership contributes to addressing identified priority actions.

The school’s charter clearly sets out long term strategic goals that are underpinned by cultural relationships for responsive pedagogy. Goals in the annual plan are prioritised through a range of actions. Clear alignment is evident from the charter to goals and what these expectations mean in the classroom. Progress in relation to these goals is regularly monitored and reported. The board is well informed about the impact of actions to progress strategic priorities.

Students experience a broad curriculum with many opportunities to engage in a wide range of academic, sporting and cultural activities. They access and use a good range of digital technologies in meaningful contexts to enhance their learning.

Students enjoy a sense of belonging and connection to the school. They demonstrate confidence in their identity, language and culture. Student leadership is promoted and their contribution to decision making is valued. They are supported to take increasing responsibility and ownership of their learning.

Wellbeing and pastoral care of students is well promoted and supported. Responsive systems and processes identify and support those students requiring additional learning support. The school works well with external agencies. Those with high needs are well supported to participate and engage in learning alongside their peers, through individual planning and appropriate use of resourcing.

A wide range of strategies are used to communicate and engage with parents and whānau. Leaders and teachers build connections and relationships with children and their families to support learning partnerships. They are regularly consulted, their views are valued and contribute to decision making.

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

The school has identified that continuing to develop teachers’ data literacy, assessment for learning and a Porritt School localised, coherent curriculum are priorities. Plans are in place and work is underway to progress the implementation of these priorities. ERO’s evaluation affirms these priorities for equity of learning opportunities for students.

Systems and processes to gather, collate and analyse achievement information are established. Leaders have a clear picture of student achievement across the school. Leaders and teachers need to use this information to develop achievement targets that are more focused on those students whose learning requires acceleration.

Trustees, leaders and teachers should continue to use internal evaluation to know the impact of current initiatives and new developments to advance equity and excellence for all students.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

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

5 Going forward

Key strengths of the school

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

• a well-considered strategic approach to change and improvement that is focused on improving outcomes for students
• systems and processes that prioritise wellbeing and pastoral care of students
• a broad curriculum that promotes learning supported by the use of digital technologies
• strong relationships with students, parents and whānau that are supporting learning partnerships.

Next steps

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

• clarity of expectations about assessment for and of learning, so that teaching practice is consistent and useful in addressing disparity
• a clearer focus on those Māori, Pacific and other students who need accelerated progress through school targets and improved use of achievement information.

Actions for compliance

ERO identified non-compliance in relation to the delivery of the health curriculum.

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

• adopt a statement on the delivery of the health curriculum, at lease once in every two years, after consultation with the school community. 
  [Section 60B Education Act 1989]

To improve current practice, the board of trustees should:

• in relation to physical restraint, identify the names and positions of authorised staff.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

13 November 2019

About the school