Mangakahia Road, Whangarei
View on mapPakotai School, in a rural area west of Whangarei, is a full primary school catering for students from Years 1 to 8. The roll of approximately 11 children are all Māori and from the local area. The school is a central part of the community with intergenerational links with local whānau.
The school’s mission is to provide children with a diverse education that ensures their learning success now and into the future. It also aims to assist children to become well-balanced adults who contribute positively to New Zealand society. The board has identified four school values; whanaungatanga, aroha, manaakitanga and mana, to underpin school activities.
A new principal was employed in 2015. He is currently supported by a release teacher whose focus is on increasing students’ knowledge of te reo and tikanga Māori.
The principal regularly reports to the board, schoolwide information about outcomes for students in the following areas:
The school is a member of Ngā Kura mo te ako o Whangarei Group 4 Kāhui Ako|Community of Learning (CoL).
The school is making progress towards achieving excellent outcomes for all its students.
Most students achieved or exceeded achievement expectations in mathematics during 2016. Half of the students achieved or exceeded expectations in literacy.
The principal carefully monitors each student’s individual progress. He acknowledges that it is a priority to find ways to moderate the assessment of students’ achievement. This moderation would help to assure the board that the information that is reported to them is reliable.
The principal responds well to students whose achievement need acceleration.
The principal has in-depth knowledge of the individual progress and achievement of all children. He uses this information to identify children who need additional support to make accelerated progress. There is good planning to support these children, and some make accelerated progress.
The principal closely monitors the attendance patterns of students. This is because the school data show that good attendance contributes greatly to students sustaining accelerated progress.
The school’s effective systems for curriculum management and strong school leadership are helping to enable the achievement of equity and excellence.
Students have equitable opportunities to learn through differentiated programmes designed to meet their individual learning needs. They benefit from a warm and nurturing school environment, and participate and learn in ways that are collaborative and inclusive. Students relate well to their teachers, and are supportive of each other. Tuakana/teina practices are a feature of the school and support children’s ongoing learning.
Success as Māori is a focus and strongly encouraged. School practices value students’ whānau and heritage, and reflect and incorporate te ao Māori. There is a clear emphasis on the bicultural heritage of Aotearoa New Zealand.
Students’ engagement with the curriculum is strongly promoted. Children have opportunities to learn, achieve and progress in the breadth and depth of the NZ Curriculum. They are given valuable experiences within and beyond the classroom, and in the local area. These experiences include many hands-on, creative activities that develop their problem-solving skills. Parents and whānau are encouraged to participate in the curriculum to enrich students’ interests. The board provides resources that extend students’ access to digital learning. Students use digital devices well to support their learning.
The principal has a clear vision of a successful ‘Pakotai learner’ and implements appropriate strategies to achieve this. He has a close network of professionals that support him with his leadership role. He is proactive in seeking expertise for the benefit of students’ learning. He regularly canvases parent, whānau and students’ views, and includes these in school decision-making. There is a strong home-school partnership to support student success.
The school is developing appropriate and relevant strategic goals for ongoing school development. These could include further development to:
ensure school goals are specific and measurable, and that the board is kept updated on progress towards meeting these goals
provide opportunities for students to make decisions about their learning
strengthen the school’s internal evaluation process to better identify where the school is performing well for its students and where improvements are needed.
The principal is highly committed to the dual roles of being both a leader and a teacher. However, in order to undertake both roles successfully, the board needs to ensure that the principal has regular access to the release time to which he is entitled.
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.
To improve current practice, the board of trustees should:
enact formal processes when responding to a complaint and use appropriate systems to ensure they meet the requirements of the Privacy Act
review the school’s performance management and appointment policies and adapt them to meet the current Education Council and State Sector Act requirements.
For sustained improvement and future learner success, the school can draw on existing strengths in:
the school’s inclusive practices, which are supporting students to feel secure and have a strong sense of belonging
home/school partnerships that are focused on supporting students’ learning and raising their achievement
a well-managed and documented curriculum that is rich and responsive, and promotes student learning.
For sustained improvement and future learner success, development priorities are to:
increase students’ agency and participation in decision-making so that they increasingly lead their own learning
improve internal evaluation processes and practices.
ERO is likely to carry out the next external evaluation in three years.
ERO will provide an internal evaluation workshop for trustees and senior leaders.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
28 March 2018
|
Location |
Whangarei |
|
|
Ministry of Education profile number |
1075 |
|
|
School type |
Full primary (Year 1-8) |
|
|
School roll |
11 |
|
|
Gender composition |
Girls 6 Boys 5 |
|
|
Ethnic composition |
Māori |
11 |
|
Provision of Māori medium education |
No |
|
|
Review team on site |
December 2017 |
|
|
Date of this report |
28 March 2018 |
|
|
Most recent ERO report(s) |
Education Review |
December 2014 |
The children of Pakotai School experience positive relationships with teachers and each other. They respond positively to teachers’ high expectations that they will achieve well. Shared values underpin school operations. The board is continuing to strengthen its governance role and responsibilities.
ERO is likely to carry out the next review in three years.
Pakotai School is a small rural primary school west of Whangarei, Northland, and caters for students up to Year 8. Most students are Māori and identify with local marae in the Mangakahia Valley. The school is viewed by parents and whānau as a hub for meeting others and networking. This aspect of the school contributes to a warm, learning focused environment.
Since the 2011 ERO report the well established board has appointed a new principal. Professional learning and development (PLD) has focussed on enhancing successful teaching practice in mathematics and literacy. Staff coordinate and deliver a successful social skills programme. Increasingly, teachers support student-led learning. The school makes good use of external expertise in sport, student wellbeing, and leadership and governance.
The principal and the board have continued to refine policies and procedures to strengthen school effectiveness. They support teachers in ensuring continuous school improvement.
The school uses achievement information effectively to improve student learning.
Students are highly engaged in their learning. Teachers support students to be successful, capable learners. They have high expectations that all their students will progress and achieve well.
Teachers gather information from a variety of sources to show how well students achieve in relation to the National Standards. They plan programmes that respond to individual student’s learning requirements. Overall achievement information shows that students achieve well in reading and writing. As a result of recent professional discussions, the principal has refined the gathering and analysis of achievement information for mathematics. Mid-year mathematics achievement information for 2014 shows that students are now achieving at similar levels to their achievement in reading and writing. The school is well positioned for meeting the board’s targets for student progress and achievement against the National Standards.
The board receives comprehensive reports about how well students achieve and progress. Trustees identify that they could now document their discussions about trends and patterns in student achievement. This development will strengthen the school’s self-review processes that focus on improving outcomes for all students.
Parents appreciate the clear communications from teachers about how well their children are achieving and progressing in relation to the National Standards. They receive useful suggestions about ways they can support their children to improve their learning.
The school curriculum promotes and supports student learning effectively.
Teachers actively promote the school’s values of manaakitanga, whanaungatanga, aroha, and mana. This school-wide approach contributes to student wellbeing and positive learning interactions. Teachers know students and their families/whānau well and build on students’ capabilities. The school’s broad curriculum reflects the local area and engages students’ interests. Students feel confident and capable in contributing their knowledge and experiences to the curriculum.
Students have opportunities to be the “well rounded contributors to society” identified in the school’s charter. Digital learning and Education Outside the Classroom experiences provide students with a sense of connectedness to the wider world.
Teachers are open to new learning and seek feedback from their colleagues and the tamariki. Their next step is to support students to take a more active role in leading their own learning.
The school promotes educational success for Māori, as Māori effectively. It successfully promotes te Ao Māori reflecting the aspirations of parents, whānau and the community. Māori students enjoy frequent opportunities to use their language, culture and identity. Teachers actively promote tuakana/teina relationships to support Māori learners. This effective teaching and learning practice has benefits for all learners.
The school is well placed to sustain and improve its performance.
The principal successfully leads the school. She builds confidence in people encouraging them to contribute to a positive school direction. Teachers are well supported by their colleagues and the principal to develop their professional practice. Parents and whānau are increasingly valuing the good reporting practices that are part of the school’s deliberate strategy of building partnerships around children’s learning.
The board supports the principal and teachers to ensure that school goals are met. Trustees continue to provide appropriate, timely resourcing for school priorities. Self review is not well developed at board level. The board identifies that a useful next step for enhancing its effectiveness would be to review its governance role and responsibilities.
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 children of Pakotai School experience positive relationships with teachers and each other. They respond positively to teachers’ high expectations that they will achieve well. Shared values underpin school operations. The board is continuing to strengthen its governance role and responsibilities.
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services
Northern Region
19 December 2014
|
Location |
Pakotai, Whangarei |
|
|
Ministry of Education profile number |
1075 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
26 |
|
|
Gender composition |
Boys 15 Girls 11 |
|
|
Ethnic composition |
Māori NZ European/Pākehā |
19 6 |
|
Review team on site |
November 2014 |
|
|
Date of this report |
19 December 2014 |
|
|
Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
October 2011 November 2008 August 2006 |