Papatoetoe West School

Summary

Papatoetoe West School currently caters for 769 Year 1 to 6 students. The roll includes children from 20 different ethnic groups. Within the total roll, 16% are Māori, 29% are Indian and 21% are Samoan.

The school is in the second year of involvement in the ‘Positive Behaviour for Learning’ initiative and is a ‘Health-Promoting’ school. As an Enviroschool, there is a strong emphasis on children learning about sustainability. Papatoetoe West School is a member of the West Papatoetoe Community of Learning|Kāhui Ako.

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

There has been an upward trend in reading, writing and mathematics achievement since the 2014 ERO review. End of year data for 2016 showed that approximately two thirds of children were achieving at and above in relation to the National Standards for reading and mathematics, and just over a half in writing.

Pacific children’s achievement has increased significantly since 2014 and there has been improvement in the number of Māori children achieving at and above the National Standards. For Māori however, this improvement has been less than for other ethnic groups. Disparity between boys and girls in reading and writing is also evident.

The school’s 2016 data shows that some students in Years 3 to 6 made accelerated progress through involvement in two specific mathematics initiatives. It also shows that some students in Years 4 to 6 made accelerated progress in writing in 2016.

To further promote equity and excellence, the curriculum, learning partnerships, appraisal and internal evaluation require development.

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement remains.

The school agrees to:

• develop more targeted planning to accelerate progress for Māori learners and boys in writing
• continue to monitor targeted planning, improved teaching, and learners’ progress.

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?

Since the 2014 ERO review, the school has improved its response to children whose learning and achievement need acceleration. However, the school should focus more sharply on improving the progress of Māori children.

Teachers respond to children’s needs through a well-considered range of interventions and programmes to promote improved student outcomes. They use data from appropriate assessment tools to identify and respond to students at risk of poor educational outcomes. Scheduled meetings promote collaborative planning opportunities and identification of teaching strategies that meet children’s needs.

There are established systems for teachers and leaders to track and monitor the progress of individuals and groups of students. The board of trustees and parents receive regular student achievement reports.

Leaders and teachers have begun to develop and refine the school’s moderation practices and systems to improve the school-wide consistency of assessment judgements relating to the National Standards. School leaders have identified a need to further strengthen internal moderation and to develop moderation with other schools. ERO’s evaluation supports this direction.

Children with additional learning needs receive a range of relevant programmes and targeted support. A fulltime Special Education Needs Coordinator has oversight of these programmes and the purposeful allocation of learning assistants.

School conditions supporting equity and excellence

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

There are many school processes that effectively promote equity and excellence.

Collective responsibility for children’s wellbeing and achievement, well supported by appropriate school processes and learning pathways is evident.

Respectful relationships between teachers and students are strongly evident. Interactions reflect the school’s ‘West Way’ values of respect for self, others and the environment. Additional external initiatives support student learning and wellbeing.

Teachers use a range of well-considered strategies to engage students in their learning. Teaching is purposeful and differentiated to meet students’ learning needs. Student leadership is valued and student-led initiatives are promoted.

A strategic and coherent approach to professional learning and development is well established. Organisational structures, processes and practices enable and sustain collaborative inquiry. Senior leaders and external facilitators lead professional learning and development (PLD) that promotes and develops teachers’ knowledge and practice, including PLD focusing on the school’s Pasifika Plan.

The board of trustees receives regular information and reports on student achievement and aspects relating to the curriculum that support their decision making. Trustees actively represent and serve the school community in their stewardship role. They ensure that school policies and procedures are fit for purpose. They take part in ongoing professional development, including attending the School Trustees Association Conference each year.

Sustainable development for equity and excellence

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

To further promote equity and excellence, the curriculum, learning partnerships, appraisal and internal evaluation require further development.

While leaders are developing a range of useful strategies and expectations for promoting positive outcomes for students in key curriculum areas, an overarching curriculum framework is yet to be developed. Next steps include the development of:

• principles, key competencies and learning area statements, aligned withThe New Zealand Curriculum, that also guide integration of te ao me te reo Māori
• a strengthened focus, including specific, responsive teaching to accelerate Māori student achievement
• a shared understanding of pedagogy relating to innovative learning practice.

Leaders, teachers and trustees use a range of methods to communicate information to parents. Teachers and whānau have engaged in shared activities to improve student learning. Further strengthening of learning-centred relationships with families is a next step.

The appraisal process has been reviewed and refined. There is an appropriate emphasis on teacher inquiry, discussion and feedback. Further development of the formal appraisal summary should strengthen the process.

A reflective culture is clearly evident. Leaders and teachers regularly discuss teaching and learning and school operations. Developing a more evaluative process for internal evaluation that measures outcomes for students and shows what works and what needs to change, should better inform decision making and planning for improvement.

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?

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and other learners remains.

Leaders and teachers:

• know the learners whose progress and achievement need to be accelerated
• need to further develop and implement approaches that effectively meet the needs of each learner.

The school agrees to:

• develop more targeted planning to accelerate progress for Māori learners and boys in writing
• continue to monitor targeted planning, improved teaching, and learners’ progress

The school has requested that ERO provide them with an internal evaluation workshop.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

25 September 2017

About the school

Findings

The school’s curriculum promotes positive student engagement. Relationships are affirming and children are happy, respectful and enthusiastic learners. ERO, leaders and trustees agree that raising student achievement is a key priority for the school. The school is well placed to develop its capacity to do this.

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

1 Context

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

Papatoetoe West School is a large Year 1 to 6 primary school in South Auckland. The school roll is very multicultural, with Indian, Samoan and Māori students forming the largest ethnic groups.

The school’s long-standing principal retired in 2013 and the board appointed an experienced principal to replace him.

Students continue to enact the 'West Way' values, which focus on showing respect for others, self, property and environment. Children’s engagement in learning continues to be supported by an inclusive school culture. The school maintains a culture of positive relationships and high levels of student engagement and behaviour. These affirming features provide a sound foundation for key developments that leaders, trustees and ERO have agreed are priorities for raising student achievement.

The school has a full time Social Worker in School (SWIS). A Special Educational Needs Coordinator (SENCO) oversees programmes to support children with special needs. Teachers and learning support assistants are employed to provide programmes for English Language Learners (ELLs) and others who require support with literacy. Five teachers have received training to provide small groups of students with extra learning in literacy and mathematics as part of the school’s participation in Ministry of Education teacher development initiatives.

2 Learning

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

Leaders have identified, and ERO agree, that there is a need to improve how well the school uses achievement information to promote student learning and accelerate progress.

As indicated in the school’s 2013 achievement reporting, approximately half of all students achieve at or above Nationals Standards in reading, writing and mathematics. According to this data, performance in literacy is lower than in mathematics. Results for both Māori and Pacific students reflect this trend, with less than a quarter of Māori learners achieving at National Standards in writing.

Raising achievement and accelerating student progress needs to be a priority for teachers, leaders and trustees. A cohesive, consistent school-wide approach should help ensure that specific planning and teaching responds to students’ individual and group needs, strengths and interests. Teachers should regularly evaluate the impact their teaching strategies have on student progress.

The progress of students with special needs is well tracked and monitored. The school's collaborative approach to supporting these students involves external agencies.

As identified by the principal, it is timely to review and improve assessment tools and processes. This should include:

• providing parents and whānau with clearer written reports about their children’s achievement
• developing more robust processes for making and moderating overall teacher judgements against the National Standards
• selecting assessment tools that provide accurate and detailed information about students’ progress within the National Standards stages as well as useful information to inform teaching and learning
• implementing consistent systems for leaders to regularly monitor the progress of target and priority learners
• introducing and embedding teaching strategies that support students to better understand their learning and next steps.

Student achievement information is gathered and collated. A next step is to document analyses of these data for key groups of students. ERO and leaders agree that the information reported to the board about achievement, programmes and initiatives could be clearer and more evaluative to better support board decision-making and planning. Reporting and planning about Pacific students should, where possible, refer to specific Pacific groups.

3 Curriculum

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

The school’s curriculum promotes positive student engagement. Further development is required for it to better support student learning.

Positive relationships are evident. Students are friendly and respectful. They interact well with their peers and adults.

Older students enjoy the many opportunities they have to participate in a range of activities in and outside the classroom. A specific school-developed programme supports transition to school for new entrants and their families.

Many teachers use strategies to help students to:

• work collaboratively and be happily engaged in their learning tasks
• develop their oral language
• make use of visual prompts and resources to help their learning
• follow well-established classroom routines.

Leaders and teachers should now plan for the curriculum to:

• focus more directly on student learning
• be better aligned to The New Zealand Curriculum
• reflect the school’s local and bicultural context, both in Papatoetoe and Aotearoa/New Zealand
• be informed by the student and family voice
• respond to the needs, interests and cultures of students.

It is likely that students of Pacific heritage will experience increased success if the curriculum is informed by the views and aspirations of their families and Pacific staff and becomes more responsive to their cultural backgrounds.

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

Māori staff have identified some appropriate priorities for an action plan to promote Māori student success as Māori. As identified by the principal, it is timely for this to be developed and implemented. Trustees and staff should consult with whānau and iwi to inform a clear strategic direction.

More could be done to raise the visibility of te ao Māori in classrooms and school contexts, and in helping all staff gain the understanding, knowledge and confidence to better reflect the language, culture and identity of Māori learners.

4 Sustainable Performance

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

The school is well placed to improve its performance.

The principal has a good understanding of self-review practice. She has been reviewing current systems, processes and practices to inform future directions for the school. Trustees, guided by an experienced board chair, understand their governance roles and responsibilities and engage in regular board training to maintain good practices. The principal and trustees have a strong commitment to working collaboratively to build on past practice and accelerate student learning.

The key next steps to contribute to improved and sustainable school performance include:

• introducing more robust processes for evaluating the quality of teaching and learning
• placing an increased focus on developing the leadership skills and practices necessary to increase the consistency of good teaching practice and provide curriculum cohesion across the school
• aligning the teacher appraisal process with the Registered Teacher Criteria and ensuring the process supports teachers to develop their practice
• fostering shared understandings about high expectations for all students, regardless of their ethnicity, social-economic background, gender, abilities or needs.

Families are well informed about school activities and programmes. ERO and leaders agree that a further next step is to strengthen school and families/whānau partnerships that support student learning and guide school direction.

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.

Conclusion

The school’s curriculum promotes positive student engagement. Relationships are affirming and children are happy, respectful and enthusiastic learners. ERO, leaders and trustees agree that raising student achievement is a key priority for the school. The school is well placed to develop its capacity to do this.

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

Dale Bailey

National Manager Review Services Northern Region

5 November 2014

About the School