Papanui School - 09/06/2015

Findings

The board, school leaders and teachers continue to actively promote the 'Papanui Pathway for Learning' in ways that enhance student learning and their sense of wellbeing.

The school’s curriculum effectively engages students in learning and is helping to promote their progress and achievement.

The principal, with the active support of other leaders, provide strong student-centred, improvement-focused, professional leadership.

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?

The school has experienced significant roll growth since the May 2012 ERO review. This has led to changes in staff, and a more diverse student population. Leaders and teachers have managed these changes very well.

The school’s involvement with other local schools has led to improved provisions for students’ transition into and beyond the school.

The board, leaders and staff have successfully retained, and in many instances built on, the strengths identified in the previous report. For instance, the board, school leaders and teachers continue to actively promote the ‘Papanui Pathway for Learning’ in ways that enhance student learning and their sense of wellbeing.

The school’s progress towards addressing the areas for improvement in the last report are most evident in the more robust process for setting student achievement targets and for the appraisal of staff.

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 student achievement information to promote positive outcomes for students.

This effective use is most evident in the:

  • way specific targets and plans are set for groups of students across the school and within classes, as well as collaborative goal setting with individual students
  • significant efforts teachers make to help students to achieve these targets by reflecting on, and adapting their programmes and practices
  • quality of the additional learning support provided for the students identified with the greatest learning needs
  • useful monitoring, analysis and reporting of achievement trends and patterns by school leaders.

Improvements in the quality of assessment practices are helping teachers to make more reliable overall judgements about students’ progress and achievement towards the National Standards.

Area for review and development

Currently reports to parents only include information about their children’s achievement against the National Standards once a year.

Leaders and teachers must report twice a year to parents about students’ achievement in relation to the National Standards. The reports should also include strategies parents can use at home to support their children’s learning.

3 Curriculum

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

The school’s curriculum effectively engages students in learning and is helping to promote their progress and achievement.

This effectiveness is most evident in the lift in student achievement levels over the last three years in written language and mathematics. More students now achieve at and above the National Standards in these areas.

Teachers provide students with a well-balanced range of learning opportunities that successfully integrates the key elements of the New Zealand Curriculum.

Features of the school’s curriculum include the way teachers:

  • help to motivate students by incorporating their strengths and interests into programme planning and activities
  • make students’ learning meaningful by basing many activities around their everyday experiences
  • differentiate their programmes to take into account the range of learning needs within their classes
  • use a range of effective strategies and resources such as information and communication technologies, to engage students in their learning.

Professional development in oral language and promoting positive student attitudes to learning has enhanced teaching programmes and practices. The move towards more collaborative teaching practices is leading to greater use of staff strengths to benefit students’ learning.

The school provides students with a positive, supportive and learning-focused environment. The principal, other leaders and staff actively promote the school’s values and good standards of behaviour. This clearly fosters students’ sense of belonging and wellbeing.

Areas for review and development

School leaders and teachers should:

  • continue to explore ways of lifting student achievement in reading
  • progressively update the school’s curriculum guidelines to refine the expectations and guidelines for learning areas and rationalise expectations about teaching practices.

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

The school promotes success for Māori students as Māori well and educational success for Māori very well.

The school’s practices and the quality of relationships between staff and students help to acknowledge and affirm Māori students’ cultural identity.

There is increasing evidence of te reo and tikanga Māori becoming an integrated part of the school’s curriculum. This includes:

  • the strength, and the profile within the school, of its kapa haka group
  • te reo instruction for all students, provided by an experienced staff member
  • te reo being incorporated by the principal into school documents
  • professional development for teachers about practices that are known to promote success for Māori.

Māori students achieve better than their peers in literacy and numeracy. A strong focus on professional development in raising Māori student achievement has been a critical factor in promoting such success.

The teacher with responsibility for Māori, with the support of the principal, is taking appropriate steps to develop a long term plan that should help to:

  • build on best current practices and further seek, and take into account, the opinions of the parents/whānau of Māori students
  • extend the integration of tikanga Māori across the school’s curriculum.

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 principal, with the active support of other leaders, provide strong student-centred, improvement-focused, professional leadership. These leaders have successfully created a school culture that fosters teamwork, collaboration and a sense of unity. Decision making is becoming increasingly evidence based. Innovation is encouraged and critical reflection actively promoted.

Sustained professional development and support, complemented by robust teacher appraisal, is promoting ongoing improvements to the quality of education for students. Teachers are having increasing opportunities to use their strengths and undertake leadership roles.

School leaders provide the board with useful reports to inform their decisions. Trustees actively support good quality professional development for teachers and initiatives designed to improve students’ learning and wellbeing.

Links between the school and its parent community are effectively fostered. There is growing evidence of parents being involved in key decisions relating to their children’s education.

Areas for review and development

The principal and other school leaders should consider ways of developing a more coherent approach to overall school improvement and making better use of some existing information to support decision making.

The board and school leaders should:

  • build on the best of current practices to further extend the scope and quality of self review
  • make their planning, and associated monitoring and reporting, increasingly focused on clearly identified strategic priorities.

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

The board, school leaders and teachers continue to actively promote the 'Papanui Pathway for Learning' in ways that enhance student learning and their sense of wellbeing.

The school’s curriculum effectively engages students in learning and is helping to promote their progress and achievement.

The principal, with the active support of other leaders, provide strong student-centred, improvement-focused, professional leadership.

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

Graham Randell

Deputy Chief Review Officer Southern

9 June 2015

About the School

Location

Christchurch

Ministry of Education profile number

3466

School type

Contributing (Years 1 to 6)

School roll

253

Gender composition

Boys 55%; Girls 45%

Ethnic composition

Pākehā

Māori

Asian

Cook Island

Samoan

Fijian

Other ethnicities

71%

14%

3%

1%

2%

1%

8%

Review team on site

May 2015

Date of this report

9 June 2015

Most recent ERO reports

Education Review

Education Review

Education Review

May 2012

September 2008

June 2005