Papakaio School

Findings

Papakaio School has a caring and respectful culture. New, transferring and migrant students are welcomed and well supported. There is a strong focus on student progress and achievement, especially for students needing extra help or extension. Students enjoy a broad and relevant curriculum. The school is innovative in its approach to learning. Teachers and students often use technologies to enrich students’ learning.

ERO is likely to carry out the next review in four-to-five years.

1 Context

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

Papakaio School is a Year 1 to 8 rural school. In response to its growing roll there is now an enrolment scheme. The school is building a new classroom and has upgraded its Year 7 to 8 classroom. These improvements reflect the school’s desire to create more modern learning spaces.

The dairy industry has a significant impact on this school. An increasing number of students come and go during the school year, especially in June. A large group of Filipino students, whose parents work on local farms, have enrolled. For some of these students, English is not their first language. There is an equally large group of Māori students.

The school has a well-established culture of care and respect. It is welcoming and inclusive of its new students. Students spoke very positively about their school. They see it as a safe and friendly place. New students quickly settle and adapt to the school’s high expectations for behaviour and learning.

The school’s vision is about valuing people, having purpose and passion and realising students’ potential. The vision is very evident in what happens in the school. Other priorities are for students to be confident 21st century learners. Students are encouraged to take responsibility and make decisions about their learning. Teachers and students frequently use technologies to enrich teaching and learning.

Parents support the school in many ways, such as in classrooms, with sports and fundraising. Some facilities are shared with the wider community.

The school recognises that its community is increasingly diverse. Linked to this is a strong commitment that no child misses out.

The principal and board have addressed the recommendations in the 2011 ERO report.

2 Learning

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

The teachers, school leaders and trustees use assessment information very effectively.

Students know what the class and/or group learning focus is for reading, writing and mathematics. Many can confidently talk about their individual learning focus/next steps. Some, especially older students, regularly assess their own or their peers’ work. As students move through the school, they take increasing responsibility for an electronic record of their work and learning. This is easily accessible for students and parents.

Teachers make effective use of assessment information to:

• identify students needing support or extension
• identify gaps in individual, group and class learning
• guide future planning and teaching
• give students specific oral and written feedback about their learning.

Across the school, assessment practices are consistently robust. These include:

• useful guidelines, templates and systems for tracking students’ progress through school
• regular staff discussion and reflection about student achievement, the impact of initiatives and planned actions
• high-quality analysis of school-wide student achievement information.

The board is very well informed about school-wide student achievement. It receives regular reports about the impact of special interventions/programmes. The board uses this information to make appropriate decisions about resourcing and targets to lift the achievement of specific groups of students.

3 Curriculum

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

The school’s curriculum strongly encourages student engagement and learning. The curriculum is well designed, broad and relevant to students’ lives. Students learn in settled classrooms where the focus is on learning. About three quarters of the students achieve at or above the National Standards in reading, writing and mathematics.

Teachers are guided in their work by comprehensive guidelines and clear expectations. They are also encouraged to be innovative.

At the time of the review, ERO observed good to very good quality teaching. New approaches to learning are implemented in thoughtful and well-planned ways. Teachers show high levels of willingness to embrace new ideas and approaches to teaching and learning.

Students have many opportunities to gain life skills and knowledge using a range of technologies. There is a strong focus on supporting and guiding students to be confident and successful 21st century learners.

Students at risk with their learning are quickly identified and very well supported. Teachers work closely with skilful teacher aides to implement specific programmes. Students learning English benefit from regular one-to-one support provided by a first-language speaker. These students make very good progress over time.

Some students arrive at this school disinterested and unsuccessful in their learning. These students settle quickly and in a short period of time begin to enjoy school, make friends, feel valued and experience success. They appreciate their teachers and the intensive help they get.

The principal and teachers regularly reflect on their teaching practice and thoroughly review the effectiveness of programmes being taught. This leads to well-informed change. Changes are subsequently revisited to evaluate the impact on students’ learning. Parents are kept well informed about learning programmes.

ERO and the school leaders agree that their next steps are to:

• strengthen the Māori dimension and language in daily programmes
• extend how the school and its curriculum respond to the increasing cultural diversity within the school, especially Filipino students and families.

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

There are 14 Māori students at Papakaio School. Most have transferred from other schools. Students, who spoke with ERO, loved their school and felt respected and valued.

The principal has a strong commitment to providing the best for Māori students. This is evident in the:

• careful development of procedures that set out how the school will support Māori students’ learning, involve families, and better value Māori language and culture
• expectation that teachers work with parents to set learning plans for each Māori student
• extra support given to students who are below expected levels
• face-to-face conversations teachers have with parents about their children’s learning and what the school could do better
• relationship the school has built with its local rūnanga and support person.

The next step is to increase staff and board understanding about how Māori students can further strengthen their identity, language and culture.

4 Sustainable Performance

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

This school is very well placed to sustain and continue to improve its performance.

Trustees have a very good understanding of effective governance. They are experienced and knowledgeable and focused on students, their wellbeing, safety and achievement. Clear policies, procedures and systems contribute to the efficient running of the school.

The principal is a strong professional leader. He has kept up to date with research, and is reflective and innovative in his leadership. He ensures that the board receives timely and comprehensive information about the day-to-day running of the school.

The board, principal and staff have identified worthy priorities for future development. These are carefully set out in the strategic and annual plans. Progress against these is regularly reviewed. School leaders and trustees understand the importance of ongoing review. ERO found strong evidence of thorough and reflective review of most aspects of school operations over time. This included regular surveying of parents.

Teachers and support staff work collaboratively. Staff feel well supported by school leaders and the board. The principal and assigned teachers work closely with the provisionally registered teachers.

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

Papakaio School has a caring and respectful culture. New, transferring and migrant students are welcomed and well supported. There is a strong focus on student progress and achievement, especially for students needing extra help or extension. Students enjoy a broad and relevant curriculum. The school is innovative in its approach to learning. Teachers and students often use technologies to enrich students’ learning.

ERO is likely to carry out the next review in four-to-five years.

Graham Randell

National Manager Review Services

Southern Region

8 August 2014

About the School