Papamoa Primary School - 12/12/2012

1 Context

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

Papamoa School is situated in the coastal Bay of Plenty town of Papamoa. It is a large primary school catering for students in Years 1 to 6, of whom 22% are identified as Maori and 10% are from other countries. The school has a positive reporting history with ERO. The board, principal and senior leadership team have an established emphasis on self review to ensure outcomes for students are continually improving. Since the 2010 ERO review, they have continued to revise and consolidate organisational systems that facilitate very effective governance, management and teaching practice.

A settled, inclusive, family-like atmosphere effectively supports learning. School values of creativity, community, respect, curiosity and achievement have been set in consultation with the community and are consistently reflected in class programmes and school-wide activities. The board has a strategic focus on making bicultural perspectives increasingly explicit throughout the school. Teachers demonstrate caring and affirming relationships with students. Those with special needs are regularly included in class and school-wide activities, including education outside the classroom. Leadership opportunities for senior students encourage support for younger peers. Students benefit from many opportunities to participate in sports, environmental and cultural activities, including a recent school-wide production. There is a positive culture of celebrating progress and success.

Partnerships with parents and the local community are particularly well promoted. All parents are actively encouraged to participate in a comprehensive range of opportunities to support students’ learning and progress. They support school events and are regularly consulted about curriculum and strategic priorities. Transitions to and from the school are effectively managed to ensure that students and families can make easy adjustments to new learning environments.

2 Learning

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

The school makes very good use of achievement information to bring about positive outcomes for learners’ engagement, progress and achievement. Senior leaders and teachers have developed very sound processes for determining and moderating assessments in relation to National Standards. This information is used to tailor teaching programmes to students’ learning needs. Progress and achievement in reading, writing and numeracy is continually monitored to demonstrate progress through the year for all students. This enables teachers to readily identify and cater for students requiring extra support and extension. Students are very well engaged in learning.

The board uses well-analysed achievement information to set targets and provide resources for improving the progress of students causing concern. A wide range of targeted and well-monitored programmes is provided to accelerate progress for students who need extra learning support. Leaders ensure that the flexible allocation of teacher-aide assistance is specifically targeted to students’ needs. Trustees receive regular reports about the effectiveness of remedial programmes for improving students’ achievement.

Within each syndicate teachers provide programmes for students with special abilities. Many of these students also have opportunities for meaningful challenges within class programmes and interaction with students of similar ability in other local schools. Leaders and teachers recognise the need to improve the consistency of specific written feedback to students, and further empower them to participate in assessing their own learning and determining next steps.

3 Curriculum

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

The curriculum very effectively promotes and supports student learning. High-quality school-wide expectations give teachers clear guidelines for teaching, learning and assessment. The curriculum has an appropriate priority on literacy, numeracy and inquiry with a growing capacity to integrate information and communication technologies as a tool for learning. Health and physical education and the arts have also been emphasised as a result of consultation with parents. Students have opportunities to follow personal interests within wider topics of inquiry. The curriculum includes opportunities for meaningful involvement in the local community and education outside the classroom.

Senior leaders promote a strong school-wide emphasis on professional development and dialogue to support continual improvement based on current theory and practice. Curriculum teams provide staff with regular professional development to foster a consistent approach to implementing school expectations.

Effective teaching practices include sharing goals for learning and teaching, skilful questioning to challenge students’ thinking, providing strategies for effective cooperative group learning, and ensuring that learning takes place in meaningful contexts. There are regular opportunities for students to share and reflect on their learning.

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

The school is effectively promoting educational success for Māori students who continue to achieve as well as their non-Māori peers. Māori students accept and respond well to a variety of leadership roles. Some are very high achievers. Those who require support with identified learning needs are included in the school’s annual charter targets and continually assisted to achieve success. The board provides funding for kapa haka where students perform with confidence and enthusiasm. A recently appointed teacher is actively supported to extend teachers’ use of te reo and tikanga Māori practices across the school.

Māori parents have been consulted about their aspirations for the success of their students. All parents attend parent teacher pupil meetings twice each year. School leaders are continuing to establish relationships with local Māori groups. All students in the school participate in visits to a marae and contribute to plantings for the conservation of nearby sand dunes.

4 Sustainable Performance

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

Papamoa School is very well placed to sustain and improve its performance because of the following positive features:

  • governance is effective and trustees are experienced and committed to school promotion, staff support and positive outcomes for students
  • the principal demonstrates effective professional leadership and is very well supported by the deputy and assistant principals
  • the school’s high-quality appraisal process includes continual reflection against the Teachers’ Registration Criteria and regular observations of teaching practice
  • teachers are actively involved in a collaborative and professional learning community
  • the board and senior leaders have established a culture of review and development focused on continually improving outcomes for 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.

When is ERO likely to review the school again?

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

Makere Smith National Manager Review Services Northern Region (Acting)

12 December 2012

About the School


Papamoa, Bay of Plenty

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 54% Girls 46%

Ethnic composition

NZ European/Pākehā

NZ Māori

Other European










Review team on site

October 2012

Date of this report

12 December 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

January 2010

February 2007

December 2003