- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
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.
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.
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 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:
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:
The school is well placed to sustain and continue to improve and review its performance.
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:
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:
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:
To meet requirements, the board must ensure that health education consultation occurs every two years [Section 60B Education Act 1989].
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
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Location |
Pamapuria, Kaitaia |
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Ministry of Education profile number |
1076 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
122 |
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Gender composition |
Boys 52% Girls 48% |
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Ethnic composition |
Māori Pākehā Pacific |
72% 23% 5% |
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Review team on site |
September 2015 |
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Date of this report |
24 December 2015 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
June 2014 February 2010 September 2006 |