Paparore School - 25/10/2017


Paparore School, just north of Awanui in the Far North, is located within the tribal boundaries of Ngai Takoto and Te Aupouri. The school provides for children in Years 1 to 6. Most are Māori and affiliate to local iwi. Many travel from the township of Kaitaia and local rural communities to attend the school.

The school has a positive profile in the community and the roll continues to grow. A new large classroom has been built to provide an innovative learning environment for two senior classes.

The school has made very good progress in responding to the next key next steps outlined in its 2014 ERO report. It is continuing to develop internal evaluation. New trustees have joined the board, bringing a combination of experienced and newer trustees.

The senior leadership team comprises the principal and two deputy principals. All have a long term commitment to the school community and take responsibility for enhancing the curriculum and raising student achievement. In 2016 more than 90 percent of children achieved the National Standards in reading and 80 percent in maths and writing.

Papaore School is a member of the Far North Community of Learning | Kāhui Ako (CoL).

How well is the school achieving equitable outcomes for all children?

The school is achieving equitable outcomes for Māori and other children. The board of trustees, principal and staff prioritise and resource programmes for individual learners who may be at risk of not achieving to their potential.

Teachers know learners and their whānau well. They value the strong, responsive and positive learning relationships they have established to support children’s learning.

Staff are becoming increasingly skilful in developing and refining strategies for accelerating children’s learning, particularly in writing. Teachers share these strategies with other teachers and teams in order to develop school-wide teaching practice.

At the time of this review collaborative approaches to teaching and learning were being embedded through professional learning and inquiry that focused on effective teaching practices in writing. Teachers apply new approaches learned in the writing context to other learning areas.

Children are achieving well. School performance has been sustained over recent years through well focused, embedded processes and practices.

ERO is likely to carry out the next review in three years.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

Paparore School is very effective in responding to children whose learning progress needs acceleration. The board of trustees, leadership team and staff prioritise equity and excellence for all children. They have a commitment to supporting Māori children to achieve success as Māori.

The school has a strong learning emphasis on social skills, the school’s bicultural vision, and its values. These underpin the attributes and achievements sought for children in the school’s graduate profile. Children have a strong sense of ownership of the school’s vision and values. They show pride and are confident in their own cultural heritage and the bicultural heritage of Aotearoa, New Zealand. Children’s achievement is recognised and celebrated.

Senior leaders and teachers know the priority learners and their learning strengths and needs. Targeted support is provided for these children. Teachers use a variety of assessment information to plan programmes that meet the needs of children, and to identify those who would benefit from additional support. Teachers, the special education needs coordinator (SENCO), external experts and parents are all involved in developing and evaluating the effectiveness of strategies to accelerate priority learners’ progress.

School information shows high levels of achievement for all children, including Māori, in relation to the National Standards in reading and mathematics. Teachers and leaders are addressing a disparity for boys and Māori in writing achievement, through a targeted acceleration focus. Achievement levels for both these groups has trended up since 2012. School data shows that Year 6 children leave Paparore School with high achievement levels.

Children’s progress and achievement are analysed, monitored, and regularly reported to the board. Effective school-wide moderation helps teachers to make dependable judgements about children’s achievement in relation to the National Standards.

Leaders and teachers have been working together to build expertise in the teaching of writing through the Accelerated Literacy Learning (ALL) programme. They set timeframes with key benchmarks to closely monitor children’s progress. Responsive planning and targeted teaching are resulting in the accelerated progress of some children.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school’s processes are effective in supporting equity and excellence, particularly those to do with strategic decisions about professional learning.

Students and staff demonstrate pride in, and recognise the symbolic importance of, the school and local environment. The school’s culturally responsive curriculum is evident in the school environment. It is inclusive of its local marae, iwi, hapū, kaumātua, kuia, hāpori, and tikanga. These features are included in the school’s waiata, which is understood by staff and children.

The school’s values of hiranga, ngākau/tapatahi, rerekētanga, porihanga, and kaitiakitanga result in the positive school culture. These values reflect the school’s motto ‘Paparore SchoolKia Ngāwari - Proud & Passionate Leaders of Learning in the Heart of the Community’. Aspects of kaitiakitanga are evident in the way students and staff care for the school and local environment.

Children proudly speak and understand the school’s whakataukī, “He Iti Marangai, Tū ana te pāhukahuka, He iti pioke, nō Rangaunu, He au tōna’ -Small although the dogfish shark may be, great is its wake, as it traverses the might of the Rangaunu harbour”.

Whānau and parents strongly support and trust the school. Close connections with whānau through hui, events and home partnerships enable families to participate in the learning processes that lead to Māori achieving success as Māori. Teachers discuss acceleration plans for priority learners with whānau, to include them in the learning process. Their culturally responsive practices encourage children as learners.

The board is well led by an experienced chairperson. Trustees sustain high quality environments for staff, whānau and children. They bring professional expertise to their governance roles and make strategic decisions that support equitable outcomes for children. The board is well informed to be able to review its school performance against charter goals, targets and governance legislative responsibilities.

The board and school leaders work collaboratively to develop the school’s vision, values and strategic goals, charter and staff development processes. This leads to a focus on best outcomes for students. It creates an inclusive school that has motivating classroom environments for learning. High levels of relational trust build partnerships throughout all levels of the school community. Collective commitment to building capacity provides a curriculum that increases children’s achievement and equity of outcomes.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Collaborative governance and leadership have resulted in continuous improvement over time. The school has appropriate and relevant strategic goals for ongoing school development, including further developing:

  • the curriculum to include a sequential te reo Māori programme

  • strategies to increase student agency and ownership of learning

  • the evaluation of, and reporting about, outcomes for target children

  • internal evaluation processes.

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

  • 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.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • further develop the curriculum and the depth and rigour of internal evaluation.

ERO is likely to carry out the next review in three years.

Graham Randell

Deputy Chief Review Officer Northern

25 October 2017

About the school


Awanui, Far North

Ministry of Education profile number


School type


School roll


Gender composition

Boys 53% Girls 47%

Ethnic composition



Provision of Māori medium education


Review team on site

September 2017

Date of this report

25 October 2017

Most recent ERO report(s)

Education Review Education Review Education Review Education Review

December 2014
December 2012
November 2009
May 2006