Paparimu School - 30/07/2019

School Context

Paparimu School is a small rural school near the Hunua Ranges. The school caters for students in Years 1 to 8.

The school motto of ‘living rural, growing global learners’ reflects the aspirations of the school’s community. The school values of PRIDE (Passion, Respect, Integrity, Diversity and Excellence) have been further developed and are visible throughout the school. The strategic priorities for 2019 are ako (promote student learning engagement), manaakitanga (positive and inclusive culture) and mahi tahi (partnerships with and engaging whānau). The roll of 30 students has grown since the last ERO report in November 2015 and this has included a number of students requiring additional learning support. The school has experienced consistent leadership and governance. Teachers have been involved in ongoing professional development through the Positive Behaviour for Learning (PB4L) program.

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

  • reading, writing and mathematics

  • progress towards and achievement of school targets

  • student wellbeing

  • programmes for students requiring additional learning support

  • attendance.

Paparimu School is part of the Pukekohe Community of Learning I Kāhui Ako.

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 most of its students. The school’s 2018 student achievement data shows that most students are achieving at or above national expectations in reading and a large majority in writing. Less than half are achieving in mathematics. There have been consistent levels of achievement in reading over time. There is gender disparity in achievement in reading, writing and mathematics where girls outperform boys. Wellbeing information indicates a positive school culture where children feel supported and safe.

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

The school is effectively accelerating the progress for most students at risk of not achieving in reading and writing. Leaders and teachers monitor individual data to show progress over time. The school’s collated and analysed 2018 student achievement data show that in reading almost all at risk students made accelerated progress while in writing half of at risk learners made accelerated progress. In mathematics much lower levels of acceleration were evident.

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?

The curriculum effectively makes connections to learners’ lives and prior understandings through localised contexts. Students experience learning in calm and settled environments and have a positive sense of belonging to the school. The localised curriculum is well embedded and reflects the community and environment. Mana whenua are respected and there is a strong commitment to supporting bi-cultural practices. Aspects of formative assessment inform students about their learning and their next steps. Well-resourced classrooms showcase students’ learning and their achievement goals and progress. There are good processes to track and monitor students’ progress. The school values are clear and there are positive tuakana/teina relationships between students that align with the kaupapa of the school. Teacher’s planning and assessment are linked to charter targets and there is a range of appropriate assessment tools to track and monitor student achievement.

Students participate and learn in caring and inclusive learning environments. Those requiring additional learning support are well catered for. Clear processes identify individual learning needs and resources that support individual students’ learning and behavioural goals. The school works with external agencies to support in-school interventions. There are good pastoral care and transition systems in place that support the students and whānau as they start and progress through the school. Students benefit from individualised support interventions to access appropriate learning activities.

Leadership and stewardship ensures a positive and supportive environment that is conducive to student learning and wellbeing. There are collegial and trusted relationships between the leaders, teachers and trustees. Effective school-wide systems have led to more coherent annual, and strategic planning supported by internal evaluation processes which are regularly reviewed, updated and documented. Trustees receive regular analysed student achievement and wellbeing information that inform strategic resourcing decisions. The board evaluate their own performance to promote the awareness and focus on improving student outcomes. Parents and whanau feel well informed about students’ learning and achievement and there are good communication strategies throughout the school community. Parents and whanau also feel involved and welcomed to contribute to the school and are supportive of the culture of learning and care that has developed over time.

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

ERO’s evaluation confirms the schools identified next development steps to improve mathematics achievement through:

  • further development using the mathematics learning progressions framework

  • improving students attitudes to mathematics through a focus on mathematical dispositions

  • identifying and implementing best practice teaching strategies to accelerate student mathematics achievement.

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 Paparimu School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance 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:

  • a localised curriculum that engages students in their learning
  • an inclusive learning environment that promotes equitable opportunities for students
  • school-wide systems and processes that track and monitor student achievement
  • experienced leadership and governance that have clear self-review processes.

Next steps

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

  • implementing best practice teaching strategies to accelerate student mathematics achievement.

Phil Cowie

Director Review and Improvement Services

Central Region

30 July 2019

About the school

Location

Paparimu

Ministry of Education profile number

1425

School type

Full Primary (Years 1 to 8)

School roll

30

Gender composition

Male 15 Female 15

Ethnic composition

Māori 1
NZ European/Pākehā 24
Other 5

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

May 2019

Date of this report

30 July 2019

Most recent ERO report(s)

Education Review November 2015
Education Review February 2013
Education Review May 2011