Paparoa Street School - 17/07/2012

1 Context

What are the important features of this school that have an impact on student learning?

The school has experienced good consistency in governance and staffing in recent years. The community is strongly supportive of the school and its students.

There is a shared understanding and commitment to maintaining a school culture that is very supportive of students’ learning and well-being. Meeting the individual needs and strengths of students is central to the school’s curriculum. Ongoing reflection and review is used to improve learning opportunities for all students, and to accelerate the learning of those who are achieving below the school's expectations.

The board and staff have very effectively managed the challenges arising from the Canterbury earthquakes. Students and their families have been well informed about and included in initiatives of support. The board and staff are aware of ongoing concerns that are likely to affect students and their families.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students are highly engaged in their learning. Students are:

  • expected to achieve highly
  • knowledgeable about their learning
  • challenged to extend and apply their thinking and learning
  • motivated to take responsibility for their own learning, progress and achievement through individual goal setting.

Student achievement is very well analysed, reported and used. Managers and teachers use this information to:

  • plan class and school-wide programmes
  • evaluate the impact of teaching programmes.

The achievement information reported by the school shows that 80% of students achieve at or above the National Standards in reading. More than two thirds of students are at or above the National Standards in writing in Years 4 - 6. This information also shows that the junior literacy programme has been very effective in raising achievement levels.

Managers and teachers have identified the need to accelerate the progress of some students in written language. The board has set targets to improve the achievement levels of these students.

3 Curriculum

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

The school has developed a curriculum that promotes high-quality learning and achievement. It is strongly linked to the New Zealand Curriculum with emphasis given to helping students to understand and use key competencies, thinking strategies, and attitudes and values that support successful learning. Priority is given to success in literacy and mathematics. Teachers aim to equip students to become independent life-long learners.

A strength throughout the school is the importance teachers give to identifying and addressing individual learners’ needs. The assessment of learning is well guided by robust assessment programmes and practices. Clear guidelines help teachers provide a consistent approach at all levels. Teachers are well supported by specific guidelines for reporting at school-wide and team levels.

Students benefit from high-quality teaching across the school. Teachers set high expectations with children for learning and behaviour. They plan cooperatively and thoroughly. Their skilful use of achievement information allows them to appropriately differentiate their teaching within class programmes and across team programmes. Teachers establish positive and respectful relationships with students. They expect students to relate to each other in similar ways. Students are given specific feedback about their learning successes and next learning steps.

Teachers have identified the next steps for curriculum improvement are to:

  • further develop school-wide moderation practices
  • review and further develop the integrated learning model and its place in the school’s curriculum.

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

While more than half the Māori students are achieving at or above the National Standards, the school has identified that some Māori students are not achieving well. These students are included in the school's priority learning programme and receive individual support. Leaders and teachers are developing the school curriculum to provide more effective ways of improving the outcomes for Māori students.

Regular consultation is providing Māori parents with opportunities to work in partnership with the school.

Professional development is supporting teachers to enhance Māori student achievement and their engagement as Māori.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is very well placed to sustain and improve its performance.

Trustees have a clear understanding of their governance roles and responsibilities. They have established effective practices to achieve the vision for the school. Trustees seek and receive good quality reporting from management that provides assurance about students’ progress, achievement and safety. Strengths of governance include:

  • the school charter
  • strategic and annual planning
  • reporting processes
  • resourcing across the school
  • relationships with the leadership team and the community
  • effective board operations.

The principal and senior leaders have developed a strong team approach that is providing high-quality leadership. Strengths of management include:

  • strategic thinking and decision making that is well informed
  • providing staff and trustees with clear direction and support
  • the full participation of senior and middle leaders in management processes
  • building leadership capacity of staff and students
  • setting high expectations for staff and students.

This approach to leadership supports and maintains a safe, inclusive and achievement-focused school-wide culture.

Leaders and teachers demonstrate strong reflective practices that lead to improvements for student learning and well-being. Student achievement information is used as a basis for self review. The school has effectively used spontaneous review processes to identify and address recent major challenges and needs.

While there is effective regular and emergent self review, priorities for self review in the future are not clear. The next step is to extend planning within the strategic plan to indicate priorities and time lines for future school-wide review. This will assist the board to meet its expectations for strategic self review.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were 5 international students attending the school.

The school has attested that it complies with all aspects of the Code.

ERO’s investigations confirmed that the school’s self-review process for international students is thorough. Students are very well supported in their learning and well-being. They are welcomed and integrated successfully into the school culture.

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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Graham Randell

National Manager Review Services Southern Region

17 July 2012

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)



School roll


Number of international students


Gender composition

Boys 51% Girls 49%

Ethnic composition

NZ European/Pākehā




Other Ethnicities






Review team on site

May 2012

Date of this report

17 July 2012

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

September 2008

June 2005

February 2002