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.
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.
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.
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.
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.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Phil Cowie
Director Review and Improvement Services
Central Region
30 July 2019
|
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 |
|
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 |