School Context
Pakiri School is a small rural school catering for 28 children in Years 1 to 8. It offers two mixed-age learning pathways, mainstream and Montessori.
The school’s shared vision is represented in its whakataukī Kotahi te Hikoi Whakamua, Forward Together. The board’s valued outcomes for students are maia (courage), whakaute (respect), kotahitanga (unity), and hiranga (excellence).
In Term 3, 2019 a Montessori class and teacher joined the school which led to significant roll growth. The school is now staffed with two teachers and two learning support assistants.
Since the 2016 ERO review, a new teaching principal was appointed. The principal reports to the board, schoolwide information about outcomes for students in the following areas:
- achievement information in reading, writing and mathematics
- attendance and engagement
- variance in achievement against the school’s annual targets.
A new board was elected in 2019 with representatives from the Montessori class and local iwi. The 2020 strategic goals set by the board include achievement targets for literacy and Māori learners.
The board requested assistance from the Ministry of Education (MOE) and subsequently a Limited Statutory Manager (LSM) was appointed to support the board to improve personnel management and communication practices. Since the onsite stage of this review the principal has resigned.
The school is a member of the Mahurangi Kāhui Ako/Community of Learning (CoL).
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 achieves equitable and excellent outcomes for most of its students. The school’s 2019 achievement information indicate that nearly all students achieve at or above New Zealand Curriculum (NZC) expectations in writing and mathematics, and most children achieve at or above in reading. Māori students achieve at or above in literacy and mathematics.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school is accelerating the learning for those Māori and other students who need this. Teachers and trustees support equity and excellence through a considered approach and careful alignment with strategic goals. School information show students’ learning needs are identified promptly and for some, their progress is accelerated.
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 vision and whakataukī, Kotahi te hikoi whakamua, Moving Forward, guides the focus of kotahitanga, the one school approach to learning. In 2020 the school, in consultation with their community, developed a localised curriculum to enable all students to have input into their learning. The outdoor environment and local history contexts are used well. There is an increased focus on te reo Māori me ōna Tikanga and a strong sense of kaitiakitanga within the school and community.
Students learn in caring and inclusive settings. They have many tuakana/teina and across-school opportunities to engage in learning. The priority placed on students’ wellbeing is contributing to high levels of student engagement and a strong sense of belonging. School values are highly evident in the classrooms and playground.
The teachers ERO observed provided high quality learning opportunities for their children. They collaborate and are developing their capability to further provide equity and excellence for all students. Teachers analyse and assess achievement data together. They moderate their shared expectations and respond to students’ learning needs with appropriate interventions.
Parents and whānau are fully involved in the school. The board and teachers are building strong connections with parents to support student wellbeing and broaden opportunities for learning.
The board of trustees work collaboratively and have undertaken training to improve aspects of their governance role. They make strategic decisions aimed at promoting better outcomes for students.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Trustees recognise the positive impact that the inclusion of the Montessori class has had on the school. It is important for them to further consult the community as they consider the continuance of the Memorandum of Understanding (MoU) with the Montessori Trust.
Teachers should continue to reflect, embed and document outcomes for students to guide effective practice. Teachers agree that they could now investigate a wider range of strategies to accelerate student progress.
At the time of this review there were significant relationship issues that were impacting negatively on the operation of the school. Trustees are working with the LSM in areas of governance concerning personnel management, complaints and communication.
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 Pakiri School’s performance in achieving valued outcomes for its students is: Developing.
ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.
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.
5 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- the vision of one school based on shared values and promoting equity and excellence
- relevant, place-based curriculum aimed at promoting high levels of achievement
- teachers’ collaborative planning for learner success and enhanced wellbeing.
Actions for compliance
ERO noted the following areas of non-compliance:
- the principal was not adequately appraised against the professional standards. The board mustannually assess the principal against all the professional standards for principals.
[NZ Ed Gazette: and relevant employment agreement.]
Next steps
For sustained improvement and future learner success, priorities for further development are for the Board of Trustees to develop manageable processes for evaluating:
- the impact of the MoU with the Montessori Trust on outcomes for students
- the effectiveness of school governance.
Trustees and ERO agree that trustees continue to work with the LSM on issues identified at the time of the review.
ERO recommends that the Secretary for Education consider continuing the intervention under Part 7A of the Education Act 1989 in order to bring about improvement in personnel management and communication.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
14 October 2020
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.