Papatoetoe East School - 24/12/2015


Papatoetoe East School works in partnership with whānau and the community to provide high quality education for its diverse groups of learners. This is a vibrant and successful school with an innovative, relevant and inclusive curriculum. Effective school leadership maintains and extends the school’s very good performance.

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

1 Context

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

Students at Papatoetoe East School are confident, friendly and proud of their school. In this multicultural community students, teachers, parents and whānau benefit from a caring and inclusive school culture where their voices are heard and their views are valued. A school-wide focus on wellbeing supports and promotes students’ sense of themselves as capable learners.

The school has experienced significant roll growth over the past three years. The current roll of 581 includes 14 percent of students who identify as Māori and 40 percent who have Pacific heritage. The strong support for children and their families starting school continues to provide a positive introduction to learning for all.

The principal, senior leadership and board of trustees ensure that students are at the centre of their strategic thinking and planning. The school’s mission, vision, beliefs and values guide decision making and learning for all members of the school community.

Previous ERO reports have commended the self-review processes that underpin the board’s vision of the school. Well informed, collaborative leadership of teaching and learning was noted. These positive features of the school have been sustained and continue to be highly evident.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Student achievement information is used very effectively to make positive changes for all learners. As a result students are highly engaged in their learning and progress and achieve very well.

High quality transition processes are helping to ensure that students can experience success in learning from the time they enter school. Teachers take the time to get to know their students, their interests, strengths and learning needs. They work in teams to analyse a range of valid achievement information and use this to inform their teaching programmes for classes, groups and individual students.

School assessment processes are robust. Student achievement in reading, writing and mathematics compares favourably with data from national and local schools. School data shows that students are making steady progress in their learning with respect to National Standards. The impact of teacher professional development is evident in students' accelerated progress, particularly in writing where a 10 percent improvement is evident between 2013 and 2014.

Māori students achieve well and have made significant gains, particularly in writing. Data for Pacific students show evidence of steady and sustained improvement in reading, writing and mathematics. Teachers know their Māori and Pacific students well and closely monitor their progress and achievement.

Clear, appropriately challenging expectations for learning are well established. Teachers use their in-depth knowledge of students to identify those who would benefit from extra support to achieve expectations. Initiatives and interventions are timely and focused on accelerating students’ progress and achievement.

Students' ownership of learning becomes increasingly well developed as they move through the school. Students understand and participate in setting and evaluating learning goals to maintain their rates of progress. To further promote these good practices, leaders and teachers are continuing to develop indicators for students to use to evaluate their own learning progress in reading, writing, oral language and mathematics.

Trustees use student achievement information very effectively to inform decision making. Challenging targets focus on promoting student learning and realising student potential. Other self-review information is also used well by trustees and leaders to review resourcing decisions and to respond quickly to learners’ requirements.

Close relationships between the school and parent community benefit students’ learning. Useful achievement information guides learning conferences with families and students. Leaders and teachers continually seek ways to further strengthen partnerships with families.

3 Curriculum

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

Papatoetoe East School offers a relevant, culturally responsive curriculum that is highly effective in promoting and supporting student engagement, progress and achievement.

The broad, inclusive curriculum is aligned with The New Zealand Curriculum and demonstrates a commitment to celebrating students’ languages, cultures and identities. Teaching and learning programmes clearly enact the vision, values and beliefs identified in the school charter. Inclusive practices affirm students’ wellbeing and promote their empathy for others.

The school’s commitment to bicultural approaches is evident across the curriculum. Classroom environments reflect aspects of Māori language and culture, and tuakana-teina relationships are promoted. Classroom programmes build the confidence and competence of students in te reo me ōna tikanga Māori. Teachers from diverse cultural backgrounds actively promote biculturalism.

Curriculum review is ongoing and results in learning programmes that focus on developing students’ competence, curiosity and independence as learners. Priority is given to literacy and mathematical learning. Curriculum design responds to students’ diverse backgrounds and interests.

The integration of digital technologies through relevant contexts is a feature of learning across the curriculum. Students have significant opportunities to contribute to their learning programmes in meaningful ways. Fostering and using student voice in curriculum design and review is an ongoing priority that teachers and leaders are working on.

The Living Classroom, an expression of environmental sustainability, provides students with authentic opportunities to show respect for and to be involved in conservation work on a local stream on the edge of the school grounds. Community awareness and collective responsibility are fostered through this initiative.

The quality of teaching is consistently high. Many highly effective and innovative teaching practices are evident. A continued focus on improvement through a professional learning programme is a strong feature. Staff reflect on their own and others’ teaching practice in order to better respond to students’ learning needs. A well-coordinated performance management system supports teachers’ professional growth.

Leaders and staff have identified relevant next steps for curriculum development that include:

  • exploring the potential of bring your own device (BYOD) programmes for students and the introduction of a parent portal to better share student learning with families
  • continuing to extend teachers’ inquiry skills through deliberate use of innovative strategies.

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

Educational success as Māori is very well supported and promoted. The kaupapa of the school is strongly bicultural and Māori students benefit from this approach. The school has a well-developed understanding of tikanga that is a part of regular school practice.

Māori students benefit from teachers, a curriculum, and a school culture that affirms their identity. A range of opportunities is available for Maori students to explore their language, culture and identity. Māori students achieve well and school leaders place a high priority on ensuring positive outcomes for these students.

Relationships with whānau are strong and mutually beneficial. Māori students and their whānau show pride in their school. The school acknowledges the wishes and aspirations of whānau and community.

4 Sustainable Performance

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

The school is very well placed to sustain its current good practices and continue to improve its performance on the basis of:

  • a highly inclusive learning environment, and practices that value involvement from students, their parents and families/whānau, and teachers
  • a commitment to ongoing improvement, informed by reliable evidence through self-review
  • strong alignment between strategic and annual plans, curriculum implementation, and programmes and initiatives that lead to positive outcomes for students
  • thoughtful, capable and skilled professional leadership by the principal and leadership team, with many opportunities for teachers and students to take leadership roles across the school
  • experienced and supportive trustees who are committed to school improvement and are knowledgeable about their governance responsibilities.

The board’s vision for the school underpins its effective governance practices. Board decision making is strategic, evidence based and is aimed at sustaining improvement and promoting innovative practices across the school.

Contribution to, and working with, the wider educational community is a feature of the school. School leaders take an active role in a local group of schools focused on improving educational opportunities for students in Papatoetoe. Sharing practice and promoting innovation with other schools is likely to have positive benefits for students and their families.

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.


Papatoetoe East School works in partnership with whānau and the community to provide high quality education for its diverse groups of learners. This is a vibrant and successful school with an innovative, relevant and inclusive curriculum. Effective school leadership maintains and extends the school’s very good performance.

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

Graham Randell

Deputy Chief Review Officer Northern

24 December 2015

School Statistics


Papatoetoe, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls 51% Boys 49%

Ethnic composition







Cook Island Māori

other Pacific











Review team on site

November 2015

Date of this report

24 December 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2012

June 2009

June 2006