Paraparaumu College - 12/12/2018

School Context

Paraparaumu College is a co-educational secondary school for Years 9 to 13 students, on the Kapiti Coast, north of Wellington. Te tiawa ki Whakarongotai are recognised as mana whenua. The roll has continued to increase since the July 2015 ERO report. Currently 1190 students attend, with 15% identifying as Māori and 3% as of Pacific heritage.

The school’s vision is to be a caring community of great learners. Desired outcomes are that students aspire to be: Collaborative and Active learners, Respectful in relationships with each other and Effective in self-management (CARE). The principles of the PC Way guide practices within the school. These are: Collaboration, Relationships of Care and Connectedness, Personal Excellence, Active Learning and personalisation of Learning.

The annual plan prioritises the improvement of school-leaver achievement for boys, Māori and Pacific learners. A range of schoolwide curriculum developments and initiatives, including increased personalisation of learning, is identified to contribute to achieving the desired target outcomes.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement within the New Zealand Qualifications Framework

  • school leaver qualifications.

In 2018, significant change in the senior leadership team includes the appointment of a new principal and deputy principal. A modified leadership structure is being introduced. Some middle leaders have taken on senior roles as the transition to the current leadership structure has evolved.

The recently opened Te Manawa area has seen an extensive renovation of the administration block and is intended to grow as the ‘heart of school’, where a range of information and support is easily accessible to students, parents and whānau.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Students successfully gain national qualifications at levels similar to comparative schools. Most students gain the National Certificate of Educational Achievement (NCEA) associated with their year level. The majority of Year 13 students gain University Entrance (UE). Most school leavers have achieved at least NCEA Level 2 and the majority NCEA Level 3.

The achievement of Māori students as a group in NCEA Level 1, Level 3 and UE has significantly improved since the previous ERO report and is at least similar to that of other students in the school. Māori achievement in NCEA Level 2 and leaver data continues to be below that of their peers. Pacific students achieve well in NCEA. Male students as a group achieve below female in NCEA and leaver measures. Board targets appropriately recognise the disparities in senior student achievement.

A majority of the learners successful in NCEA gain merit or excellence endorsements. Over the past three years, senior students have gained New Zealand Scholarships. These have been achieved across the majority of senior subjects. Many have been gained in physical education.

A range of assessment tools is used to show achievement and progress in Year 9 and 10 in specific curriculum areas and in reading. The school is reviewing assessment practice in the junior school to improve consistency between subjects and year levels.

Learning plans for students with complex needs are collaboratively developed in association with parents and external agencies. Their needs and strengths are identified and responded to through the use of relevant interventions and a range of internal and external supports. Progress is closely monitored.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

School information indicates almost all students move on to a meaningful pathway in either further education, training or employment. A range of processes and practices in Years 9 to 13 respond to the individual learning needs of students and support successful outcomes.

A majority of students below curriculum expectation in reading make more than one year’s progress in Year 9 and 10. The percentage of boys and Māori who accelerate their learning is similar to that of girls and other students. A lower percentage of those below expectation in mathematics, accelerate their progress while in the junior school.

Tracking of the progress of Years 11 to 13 students identifies those at risk of not gaining NCEA each year. Interventions are put in place and assist students at risk of not achieving to have a greater chance of success. The school is continuing to develop the existing tracking and monitoring systems to assist with reducing the gender and ethnicity disparities currently evident.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Well-considered systems and processes effectively contribute to sustainability and improvement, and support positive outcomes for learners.

Purposeful relationships are an integral part of school culture, pastoral and curriculum practices. Positive, reciprocal connections are established between students and staff, and with families, whānau, iwi, other schools and the wider community. Culturally responsive and relational teacher practices support effective learning relationships. Comprehensive transition-to-school processes and informative real time reporting to parents and whānau strengthen partnerships that assist learning.

Well-established pastoral and guidance processes and a willingness to be flexible to individual situations successfully assist students to maintain engagement in learning and support their wellbeing. Access to a wide range of sporting, cultural, performing arts and student leadership activities promotes belonging and connection to school.

Students have a curriculum that effectively responds to their variable interests and diverse needs. It incorporates future-focused skills and knowledge and supports students to access a variety of pathways within and beyond school. A whole school approach to career education and guidance is responding more effectively to the situation of individual students.

Classrooms reflect the CARE values and incorporate quality teaching practices. High teacher expectations and purposeful learning tasks support students to become self-managing decision makers. Regular opportunities are provided to develop their capability with digital technologies and e-learning environments.

Senior leadership effectively encourages and promotes collaboration across the school and wider community to promote improved student outcomes. The school vision and goals are clearly stated and shared. Leaders ensure a positive and inclusive environment is supported. They are committed to ongoing development and improvement. Opportunities are provided for teachers to take on leadership roles.

Building staff professional capability is valued and positively supported by leaders and trustees. Teacher, student and parent voice is actively sought and contributes to review and improvement. Plans to increase collective capability through inquiry, professional learning and innovation are aligned to strategic goals.

Trustees are committed to ongoing improvement in outcomes for students. Effective processes and practices enable them to effectively carry out their responsibilities. Student data and curriculum information are used appropriately to determine what is going well, where improvement is necessary and to identify priorities and targets.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Leaders have identified the need to continue to refine internal evaluation. This should include strengthening the use of current achievement and other data to better understand the impact of developments, initiatives and innovations.

Annual achievement targets are set for NCEA and leaver outcomes. Trustees should also set targets linked to learners in Years 9 and 10 who are below curriculum expectation in literacy and mathematics. This action should promote a stronger focus on the effectiveness of curriculum and teaching in accelerating the progress of identified individuals and groups.

Leaders should increase the extent of monitoring and reporting of students’ progress towards annual targets. This should support greater responsiveness and better evaluation of the impact of initiatives used to reduce disparities.

3 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
  • finance
  • 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.

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. The school has attested that it complies with all aspects of the Code. At the time of this review there were eight international students attending the school.

The school uses the New Zealand Qualifications Authority’s self-review template effectively to ensure it meets the requirements of the Code.

Sound processes and practices guide provision for international students. Orientation into school is well planned. Access to appropriate accommodation, learning programmes and experiences is provided. Ongoing support for wellbeing is prioritised. Close tracking of achievement enables staff to monitor students’ progress towards their goals.

ERO and leaders agree that reporting international student outcomes to the board of trustees is a next step.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • establishing purposeful relationships that contribute to a collective approach to supporting student wellbeing and achievement outcomes

  • provision of a future-focused curriculum that successfully supports students to access a variety of pathways within and beyond school

  • senior leadership that is committed to ongoing improvement linked to a clearly stated vision promoting a positive and inclusive environment

  • systems and processes that effectively build teacher and leader professional capability to improve outcomes for students.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • setting Year 9 and 10 achievement targets to support an increased focus on accelerating literacy and mathematics progress

  • increased monitoring of the progress of target students to support a reduction in gender and ethnicity disparities

  • continuing to refine internal evaluation to better understand the impact of developments, initiatives, innovations on learner outcomes.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review and Improvement Services

Southern Region

12 December 2018

About the school



Ministry of Education profile number


School type

Secondary (Years 9 to 15)

School roll


Gender composition

Female 50%, Male 50%

Ethnic composition

Māori 15%
Pākehā 72%
Pacific 3%
Asian 7%
Other ethnic groups 3%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

October 2018

Date of this report

12 December 2018

Most recent ERO report(s)

Education Review July 2015
Education Review June 2012
Education Review February 2010