Panmure District School - 08/05/2015

Findings

Students benefit from good culturally appropriate relationships that support them to learn. They are well cared for and parents are encouraged to understand their children’s learning. School leaders are strategic and collaborative. There is a shared commitment to strengthening teaching practices and improving outcomes for students.

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

1 Context

What are the important features of this school that have an impact on student learning?

Panmure District School is a small school located in Panmure, Auckland. The school caters for students in Years 1 to 8. The school serves a rapidly changing multi-cultural community. Samoan, Tongan, Indian and Māori students make up the largest groups. All cultures are recognised and valued. Many students speak English as an additional language.

The school motto and values of ‘They who endure, conquer’ are reflected in the high standards set for behaviour and learning. Continuity of strong senior leadership contributes to a settled and productive school environment.

The school has a positive ERO reporting history. The 2012 ERO report highlighted the school’s purposeful use of achievement information, and the collaborative way that senior managers worked to strengthen teaching and learning practices. These features have been sustained.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information very well to make positive changes to learner’s engagement, progress and achievement. This information indicates that the majority of students are achieving the National Standards in reading, writing and mathematics. Pacific student achievement has continued to improve as a result of teacher’s increased culturally responsive teaching practice.

The robust, comprehensive collating and analysing of student assessment data is used purposefully to meet students’ individual needs. The principal’s analysis of data provides clarity and understanding of student achievement and progress for the board and teachers.

Senior leaders work collaboratively with teachers to monitor the progress of students not sufficiently achieving and of students with specific learning needs. These students are supported by in-class specialist support. Learning support programmes, including those for English language learners, are monitored well to ensure they make a positive difference for students.

Students are increasingly aware of their achievement and the purpose of learning tasks. They graph their assessment results and include these in learning discussions with their parents. Teachers support Pacific and Māori parents to confidently engage with the school. Parents have opportunities to be involved in their children’s learning. They enjoy the collegial support during these learning opportunities.

Senior leaders have good plans to encourage students to take more of a lead in their learning. To achieve this, teachers could:

  • support students to reflect on the progress of their learning goals
  • plan programmes that more specifically cater for the diverse achievement levels in each class
  • improve the reporting of National Standards achievement to parents particularly for students after one, two and three years at school.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum needs to be strengthened to better promote and support student learning. It was initially designed to align with the New Zealand Curriculum (NZC). Senior leaders have plans to review the curriculum and they acknowledge the value of ensuring that the NZC principles are integral to curriculum documentation and implementation.

Classrooms are settled, calm and focused environments with high levels of purposeful student engagement in learning. The classroom environment across the school celebrates students’ achievement, language, culture and identity. Senior students especially are able to engage in more critical thinking and can talk about their learning progress towards their goals. Students are encouraged to participate in leadership. Their views are sought as part of school reviews influencing the direction of teaching programmes.

Teachers have recently introduced an inquiry-learning model. This approach builds on students’ prior knowledge and experiences and encourages them to research. Teaching strategies successfully affirm and celebrate the increasing diversity of students and their families.

Senior leaders are coaching teachers to develop their practice. Teachers are developing more consistent and responsive teaching practices based on the school’s plans for a learning model that uses information and communication technologies. Senior managers have developed a model of effective teaching practice to guide staff reflection on how well their teaching is promoting student engagement and progress.

ERO endorses the planned review of the school’s curriculum design. Students would benefit from a curriculum that:

  • reflects the NZC and offers them relevant and broad learning opportunities
  • aligns teaching to current best practice expectations

How effectively does the school promote educational success for Māori, as Māori?

The school continues to develop its effectiveness to promote educational success for Māori, as Māori. Māori students make up a small number of students from a few families. Their achievement continues to improve in relation to the National Standards. Their achievement and progress is effectively monitored and reported to the board and staff. There are good opportunities for Māori students to take leadership roles in the school.

Whānau members, trustees, senior leaders and teachers are aware of the importance of knowing about Māori students as individuals and as a group. Māori parents report that their children succeed well as Māori. They are involved in several initiatives that help them to support their children to learn.

The school acknowledges its bicultural partnership with Māori. The board has co-opted a Māori parent representative. Māori staff lead and support teacher development in te reo me ona ngā tikanga Māori. The school is strengthening its connections with local marae and teachers are growing their understanding of local history.

Senior leaders and teachers have considered Ka Hikitia the national strategy to promote Māori student educational potential. As part of the school’s curriculum review, staff could also consider Tātaiako: Cultural Competencies for Teachers of Māori Learners to enhance the development of culturally responsive teaching practices.

4 Sustainable Performance

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

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

The long-serving principal continues to work collaboratively with senior managers to promote high expectations for students and their families. Teachers are supported by leaders to grow as professionals and take on a wide variety of leadership roles across the school. The board is very supportive of the principal’s vision to progress the school’s future direction.

The board provides carefully considered governance. Trustees grow the board’s capacity through ongoing training, self review, and networking with local boards of trustees. Governance is clearly focused on improving students’ learning outcomes. The board receives useful reports that show students’ progress towards annual improvement targets. School targets appropriately respond to the learning needs of Māori and Pacific students.

The board is committed to increasing parents’ participation and involvement in school activities. Trustees communicate regularly with the school’s community and they understand the issues that impact on a constantly changing community.

Trustees continue to seek meaningful strategies to better engage with Pacific and Māori families. The Pacific and Māori representatives offer cultural guidance to the board to help the school’s engagement with these families.

Senior leaders agree that self review could be further improved by:

  • developing robust, documented self review processes
  • including the perspectives of the community, students and staff in self review
  • including teacher reflection on the Registered Teacher Criteria in appraisals of teacher performance.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review there were three international students attending the school. ERO’s investigations confirmed that the school follows good policies and procedures for the provision for international students.

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.

Conclusion

Students benefit from good culturally appropriate relationships that support them to learn. They are well cared for and parents are encouraged to understand their children’s learning. School leaders are strategic and collaborative. There is a shared commitment to strengthening teaching practices and improving outcomes for students.

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

Dale Bailey

Deputy Chief Review Officer Northern

8 May 2015

About the School

Location

Panmure, Auckland

Ministry of Education profile number

1420

School type

Full Primary (Years 1 to 8)

School roll

136

Number of international students

3

Gender composition

Girls 73

Boys 63

Ethnic composition

Māori

NZ European

Cambodian

Chinese

Cook Island

Fijian

Filipino

Indian

Latin American

Niuean

Samoan

Tongan

other

9%

2%

2%

2%

5%

2%

16%

7%

3%

3%

25%

22%

4%

Review team on site

March 2015

Date of this report

8 May 2015

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

April 2012

May 2010

March 2009