Paparangi School - 17/03/2020

School Context

Paparangi School in the Northern suburbs of Wellington caters for students in Years 1 to 6. At the time of this ERO review, the roll was 277 students, 16% of whom identify as Māori. An enrolment zone was established in 2018 and implemented in 2019. The roll continues to grow.

The school has a vision to ‘grow adventurous learners’. Its ‘GROW’ values (Grit, Respect, Others, Wonder) have been recently reviewed.

Current goals and targets for improvement in student outcomes are: raising achievement, design and implementation of a localised curriculum, creation of collaborative learning environments and the fostering of a healthy and active community which thinks and acts sustainably.

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

  • progress and achievement in reading writing and mathematics
  • school culture and curriculum areas
  • wellbeing and attendance.

There have been a number of changes of staff since the September 2016 ERO review, several as a result of roll growth. A new board of trustees was established in June 2019. A new deputy principal and two assistant principals were appointed December 2019.

Professional development in 2018 and 2019 was focused on mathematics and redevelopment of the curriculum. In 2019 the focus was on the revision of school values and the development of consistent expectations for students’ behaviour.

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 working towards equitable and excellent outcomes for its students.

In 2018, almost all students achieved at or above school expectations in reading while most achieved at this level in writing and mathematics.

Overtime there has been a small increase in student achievement in reading and a small decrease in mathematics. Boys, Māori and Pacific students achieve at lower rates than girls in writing. Māori girls achieve at levels lower than Māori boys and other students in mathematics.

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

Most students make expected progress. Accelerated achievement is evident for some students in reading, writing and mathematics.

The school continues to work to identify and implement effective practices and processes to promote equity of outcomes for all learners. This is reflected through actions that focus on continuous improvement. Leaders and teachers are developing better systems for the effective tracking of student achievement outcomes.

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?

Staff work collaboratively with parents and specialist staff to provide effective support for students with high and complex needs. The learning support coordinators are highly aware of these children and share information about their needs with teaching teams. The progress of English language learners is regularly monitored, and programmes adjusted accordingly. Teacher assistants are highly valued for the support they provide for individuals and class programmes.

Leaders strongly support the school’s direction to achieve its revised vision, values and strategic goals. They have introduced new learning environments and teaching practices to improve student outcomes. Clear and consistent social expectations are being developed through implementation of the new schoolwide values.

The school is at a beginning stage of redeveloping a local curriculum. This includes guidelines for delivery and content. Teachers are developing ways to adapt the delivery of the curriculum to make it more authentic and engaging for students.

An environmental focus continues to be central to learning contexts and activities. STEAM (science, technology, engineering, art, and mathematics) and play-based learning practices were introduced in 2018 to support students to have more ownership of their learning. An increased emphasis on oral language has been introduced to improve reading and writing levels. It is too early to assess the impact of these initiatives on student outcomes.

A review of the assessment schedule, including reporting of each student’s achievement to parents, was completed in 2019. This gives useful guidance on progress and achievement.

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

The school’s local curriculum is currently being reviewed and updated to reflect the revised vision for learning. Completion and documentation of this, in consultation with families and the community, is a key next step to sustain improvements to teaching and assessment practices.

Leaders, trustees and teachers are reflective and seeking to understand the impact of initiatives on practice and student outcomes. They are developing their understanding of evaluation and inquiry and the importance of ensuring these processes are purposeful, systematic and coherent. Further development of inquiry and evaluation to support better measurement of the impact of initiatives and curriculum actions is a next step.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Paparangi School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • support for students’ with additional needs that promotes improved outcomes
  • reflective practices that seek to determine the impact of initiatives on student outcomes.

Next steps

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

  • development tracking systems to strengthen the monitoring of at-risk learners
  • strengthening of inquiry and evaluation practices to better measure the impact of initiatives
  • completion of the documentation of the school’s updated curriculum to provide clear expectations for teaching and learning.

Actions for compliance

ERO identified non-compliance in relation to consultation on delivery of the health curriculum.

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

  • comply with the requirement to adopt a statement on the delivery of the health curriculum at least once every two years, after consultation with the school community. Section 60B Education Act 1989.

Since the on-site stage the board has taken steps to address this.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

17 March 2020

About the school

Location

Wellington

Ministry of Education profile number

2947

School type

Contributing (Years 1 to 6)

School roll

277

Gender composition

Male 58%, Female 42%

Ethnic composition

Māori 16%
NZ European/Pākehā 49%
Asian 17%
Indian 7%
Pacific 4%
Other ethnic groups 7%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

October 2019

Date of this report

17 March 2020

Most recent ERO report(s)

Education Review September 2016
Education Review November 2013