Findings
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Papatawa School’s performance in achieving valued outcomes for its students is: Developing.
1 Background and Context
What is the background and context for this school’s review?
Papatawa School is located in rural Woodville. It caters for students from Years 1 to 8. Of the 26 students attending the school, 50% identify as Māori.
Since the June 2018 ERO report, staffing has remained stable. Some experienced trustees provide continuity for the board of trustees.
The previous report identified several areas for improvement. Over the past two years the school has participated in an ongoing ERO evaluation process to support improvement. The principal and board have received ongoing support from the Ministry of Education (the Ministry) to bring about the changes required.
The school is part of the Tararua Kāhui Ako.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
The overall goal was to enhance board capability for effective stewardship and strengthen principal leadership for high quality teaching and learning. Areas of focus to support this have included:
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strengthening assessment practices and establishing reliable assessment information and raising levels of achievement
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developing a local curriculum to guide teaching practice and to support all students
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implementing an appraisal system to support teachers’ professional growth and development
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building effective internal evaluation to know the impact of initiatives and inform decision making
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ensuring that trustees are appropriately trained and informed about their stewardship role to build their capability.
Progress
There are well developed systems and processes to track, monitor and report the progress and achievement of all students. These have been further refined to ensure more targeted planning for students’ learning, responsive to their needs. Achievement targets for literacy and mathematics are appropriately focused on the students whose learning requires acceleration.
Appropriate assessment tools support teachers to make judgements about student progress and learning in literacy and mathematics. Teachers are highly collaborative and inquire into data to identify what is working, not working, who for and why. The recent implementation of the Progress and Consistency Tool (PaCT) is further strengthening teachers’ overall judgements of student achievement.
The 2019 end-of-year achievement data indicated that most students, including Māori, achieved at and above expectation in reading and writing, with large a majority in mathematics. A positive shift in levels of achievement in reading and writing was evident for all groups. Māori learners and non-Māori achieved similarly.
The mid-year 2020 achievement data indicates a continued trajectory of improvement. Most students including Māori, are achieving at and above expectation in reading, a large majority in writing and most in mathematics. Māori learners continue to achieve as well as non-Māori.
Disparity for boys remains in literacy and mathematics. This is reducing over time. There is evidence of acceleration for some students in reading.
A responsive coherent curriculum has been developed in consultation with students, parents and whānau. There is clear alignment to The New Zealand Curriculum principles, values and key competencies. Guidelines for effective teaching, learning and assessment have been developed. These include provision for second language learning and career education for Years 7 and 8. The principal identifies that the curriculum requires further development to strengthen responsiveness to the local context. This is being progressed through the principal’s engagement in a professional learning group.
A learning-through-play approach is being implemented across the school. This is informed by research and ongoing professional learning and development. This approach is responsive to the strengths and interests of students, provides them with choice and promotes self-management skills and collaboration. The school identifies that more work is required to fully integrate this approach with the key competencies and school values.
Staff know students well and are collectively responsible for all learners. Respectful, reciprocal relationships across the school promote students’ wellbeing and engagement in learning. The implementation of learning pathways for all students in writing, supports students to take increased ownership of their learning.
The school uses a range of strategies to engage with and consult whānau Māori. They are regularly informed about school operation and student achievement. Staff are responsive and maximise opportunities to engage with whānau face-to-face. This supports the development of learning partnerships. The school continues to seek opportunities to engage with Iwi through the Kāhui Ako.
An appropriate performance appraisal process, focused on inquiry and improvement, is in place for the principal and staff.
Through ongoing training, trustees have strengthened their understanding of the governance role, including policy and procedure. They are well informed about school operation, the curriculum and student achievement. A board work plan supports it to meet statutory requirements. All areas of non-compliance identified in the previous report have been addressed.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school has improved its capacity to sustain and review its performance. The principal, staff and board have worked collaboratively to address the areas requiring development identified in the previous report. There has been a deliberate focus on developing a coherent localised curriculum and improving systems, processes and practices to raise student achievement.
Continued involvement in professional learning and development effectively supports leaders and teachers to enhance learning outcomes for students.
There is a well established process for internal evaluation. Teachers are highly collaborative and use inquiry effectively to evaluate the impact of new initiatives to promote positive learning and wellbeing outcomes for students.
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
- processes for appointing staff
- stand-downs, suspensions, expulsions and exclusions
- attendance
- school policies in relation to meeting the requirements of the Children’s Act 2014.
Conclusion
Significant progress has been made since the 2018 ERO report. A coherent curriculum guides teaching and learning and is responsive to the strengths and interests of students. Staff are highly collaborative and a collective responsibility for all learners is evident. Achievement information shows a positive trajectory of improvement. There is a well established process for internal evaluation.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Papatawa 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
16 December 2020
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.