Papanui School - 29/08/2018

School Context

Papanui School is a Year 1-6 contributing school with a roll of 217 children.

The school’s overarching vision is ‘Kimihia te ara tōtika’, which means ‘seek the right path’. The school states that it values the following outcomes for students: caring citizens, thinkers, communicators and resilient learners.

Current strategic goals and targets focus on improving reading and writing for Year two students, and developing the key competency of ‘relating to others’ for Year three and Year six students.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics

  • outcomes for students with additional learning needs

  • attendance patterns

  • wellbeing patterns for a sample of Year 5 students.

Since the 2015 ERO review all classrooms have been redeveloped. This posed significant challenges for staff and students. Teaching and learning now takes place in collaborative teaching spaces where two teachers share responsibilities for groups of children within each learning ‘pod’.

Leaders and teachers have participated in whole-school professional learning and development that focused on children’s writing, and the development of teaching as inquiry.

School leaders report an increase in the number of children attending from ethnically diverse backgrounds with English as a second language.

The school is a member of the Tōtaranui Kahui Ako|Community of learning (CoL).

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is not yet achieving equitable and excellent outcomes for all its students.

The pattern of disparity for boys and Māori students in writing (2015 to 2016) was not evident in the school’s 2017 achievement information, however, overall achievement in writing is low. Approximately half of all students do not achieve at the school’s expectations in writing.

The pattern of achievement in reading and mathematics has remained relatively static over the last three years. According to the school’s information, for the period 2015 to 2017, approximately one- third of children do not achieve at the school’s expectations in these two areas of learning.

In 2017 the school reported that children requiring specialist support ‘are progressing at expected rates and beyond’.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

School leaders and teachers are not routinely analysing data to understand how well learning is accelerated for those Māori and other students who need this.

ERO identified from 2017 school data, that the school is having some success in accelerating learning in mathematics. Nearly half of the Year two students whose learning was targeted in mathematics made accelerated progress. In reading and writing (for a target group of Year three and four learners) a small proportion of students made accelerated progress.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

School leaders and teachers place emphasis on pastoral care for students. This is evident in their:

  • knowledge of, and response to, children’s wellbeing

  • thoughtful transition practices into the school and between learning pods

  • support for children to develop positive behaviours.

Teachers work collaboratively to plan learning and to make good use of learning spaces. They implement initiatives designed to improve learning outcomes and respond to the identified needs of students.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

To improve the pattern of achievement and capitalise on the impact of pastoral care for students at this school, leaders and the board of trustees urgently need to develop processes and practices in a number of areas of school management and governance.

School data is currently not well analysed. To assure the board and school community about the reliability of progress and achievement information, school leaders need to complete the development of clear curriculum expectations and guidelines for teaching, learning and assessment.

School information needs to be better managed in order to:

  • identify if students are making sufficient progress in relation to school expectations

  • understand how well the school is making progress, over time, towards goals and targets

  • identify and explain achievement patterns in relation to valued outcomes

  • effectively inform internal evaluations.

Internal evaluation processes, including the analysis and use of data, need to be established and used. Effective internal evaluation will support leaders and teachers to:

  • identify those processes and teaching practices that are having a positive impact on student outcomes

  • reliably inform the board how well the school is progressing towards its strategic priorities

  • identify aspects of teaching, leadership, and governance that need further development.

Strategic planning needs to be more specific in order to be useful at all levels of the school. This includes clarifying the specific roles and responsibilities of the board, school leaders and teachers in relation to achieving goals and targets. The board and school leaders need to use analysed data and the results of internal evaluations in order to:

  • prioritise goals and targets in ways that are manageable

  • develop action plans for key goals, priorities and targets that include timeframes for completion.

Internal evaluation and strategic planning were identified as areas for further development in ERO’s 2015 report. They remain as areas requiring significant work.

The leadership team need to adjust the current appraisal process so that it meets the school’s obligations in terms of Education Council requirements and supports the ongoing improvement of teaching and learning.

3 Board assurance on legal requirements

Before the review, the board 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 the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • finance

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Appraisal audit and action for compliance

Appraisal practices are currently non-compliant. In particular, evidence is not collected to show achievement of standards for the teaching profession, self-appraisal in relation to the standards, or a connection between appraisal and inquiry used to contribute to school-wide goals.

In order to address this, the board of trustees must:

  • develop an appraisal process that meets Education Council requirements.
    [Part 31 Education Act 1989] – Standards for the Teaching Profession.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • the school-wide focus on pastoral care and wellbeing for students

  • collegial and collaborative teaching practices.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • management and use of data to inform school direction and improvement
  • internal evaluation to identify processes and practices that have the most impact on positive outcomes for students
  • strategic planning that is informed by quality information and prioritises actions within achievable timeframes.

Recommendations to other agencies

ERO recommends that the Ministry of Education and the New Zealand School Trustees Association consider providing support for the school in order to bring about improvement in the management of achievement information and strategic/action planning to:

  • provide a manageable strategic direction for the school

  • identify how well students are making sufficient progress

  • improve the quality of internal evaluation practices

  • develop clear teaching and learning expectations.

ERO’s next external evaluation process and timing

ERO intends to carry out a process of ongoing external evaluation to support development over the course of one-to-two years.

Alan Wynyard

Director Review & Improvement Services Southern

For Chief Review Officer

29 August 2018

About the school



Ministry of Education profile number


School type

Year 1-6 contributing

School roll


Gender composition

Girls: 52%

Boys: 48%

Ethnic composition

Māori 18%

Pākehā 64%

Pacific 3%

Asian 11%

Other ethnicities: 3%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

June 2018

Date of this report

29 August 2018

Most recent ERO reports

Education Review: June 2015

Education Review: May 2012