Paraparaumu School

Paraparaumu School - 05/11/2019

School Context

Paraparaumu School is a full primary catering for students in Years 1 to 8, located in Paraparaumu on the Kāpiti Coast. The roll of 293 students has significantly increased in recent years and includes 30% of students who identify as Māori.

The school vision for the students is “Learners today …Leaders tomorrow” and “Tae tauira mai...Haere rangatira atu”. The schools valued outcomes for students are to develop independent and co-operative well-educated students, who have respect for the attitudes and beliefs of others through a challenging and creative learning environment.

Six new classrooms that include collaborative learning spaces were opened in 2017, built to replace buildings lost in a 2014 fire.

Leadership and staffing have been generally stable since the 2016 ERO review, with additional teachers joining the school in response to the growing roll.

Trustees’ strategic goals are to: develop active, confident and socially skilled learners; provide a balanced educational experience in a safe and happy environment; and prepare students for life beyond primary school.

In 2017 a Level 3 bi-lingual class, Te Whānau Kotoku, was opened to focus on the development of students’ te reo Māori. This was initiated in response to iwi and community aspirations. A second class was added in 2018.

Teachers have participated in Ministry of Education funded professional learning focused on improving student achievement in writing, and the Positive Behaviour for Learning (PB4L) programme.

Leaders and teachers regularly report to the board, schoolwide information about programmes and initiatives focussed on raising outcomes for students in reading writing and maths.

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?

School assessment data for 2018 indicates that the majority of students met school expectations in relation to curriculum levels in reading, writing and mathematics. In some areas a small number of Māori students are not achieving as well as their NZ European/ Pākehā peers. In addition, there is a disparity between boys and girls in literacy.

The school is continuing to develop its use of data to show a clearer picture of overall student achievement, and trends and patterns for groups over time.

Students with additional and high needs are well catered for and many make good levels of progress.

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

Leaders identify students who need their learning accelerated and respond through a range of programmes and initiatives.

School data shows that most of the students targeted for improvement make good progress, and some make accelerated progress.

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?

The school has enhanced curriculum provision to respond more effectively to student’s cultural needs and whānau aspirations. Te Whānau Kotuku offers an opportunity for students to increase learning of te reo me ngā tikanga Māori. A ‘play based’ learning approach for younger students, focussed on developing the key competencies and responding to the identified transition needs, promotes student engagement and achievement. Te Reo Tuatahi, a programme for all students to learn te reo Māori, has increased students’ awareness and expertise in the language.

Leaders have reviewed and developed the range and purpose of assessment tools. Teachers are now using them effectively to gather a range of useful data that shows student attainment and progress. Strengthened moderation within the school assists teachers to make more accurate and dependable judgements about student learning and achievement.

Systems to support teachers to improve practice are coherent and effective. Appraisal has a strong framework and is consistently and fully implemented across the school. It promotes constructive feedback, reflection and collaboration. Teachers are successfully inquiring into the effectiveness of their practice on improving outcomes for learners. External providers facilitate well considered and relevant professional learning to align with whole school identified priorities.

Strong partnerships have been developed with whānau Māori and families that promote improved response to children’s culture and language. School leaders are continuing to strengthen partnerships with the community and iwi to support learning.

School leadership has set a clear strategic direction for the school that focuses on improved outcomes, particularly for priority learners. They seek to enact the vision and values of the school. Systems and processes are suitably aligned and reflect whole school 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 and teachers need to strengthen the depth of analysis and use of assessment information to develop a clear picture of overall achievement and learning. This will assist them to better show progress for groups of students’ over time, particularly for priority students. Extending assessment practices to show outcomes of play-based learning and progress in te reo Māori should enable the monitoring of the impact of new initiatives on improving outcomes.

Further review and development of the school’s localised curriculum is a key next step. Development should include:

  • extending how it responds to the culture and language of all students across the school
  • clearly articulating effective teacher practices, particularly those that respond to the needs of students whose learning requires acceleration
  • wider consultation with parents and community about desired outcomes for their children
  • integration of the recently established PB4L practices.

Ensuring the curriculum is more meaningful, relevant and reflective of the children’s local context and history should promote improved success for all.

Leaders and teachers should establish a shared understanding and capability in evidenced based internal evaluation. This should include the systematic use of learning information to more clearly show the impact of planned actions, initiatives and resourcing on improving outcomes for priority learners. This should then be used to better inform next steps for development.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Paraparaumu School’s performance in achieving valued outcomes for its students is: Well placed.

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.

5 Going forward

Key strengths of the school

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

  • enhanced curriculum provision that responds more effectively to students’ cultural needs and whānau aspirations
  • coherent and effective systems to support teachers to improve their practice
  • strong partnerships with whānau Māori and families that promote a positive response to children’s culture and language.

Next steps

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

  • strengthening the depth of analysis and use of assessment information to show a clear picture of overall achievement and learning
  • developing the localised curriculum to make learning more meaningful and relevant within the school’s context
  • establishing a shared understanding and capability in internal evaluation to support inquiry, evaluation and build knowledge that sustains improvement and informs innovation.

Dr Lesley Patterson

Director Review and Improvement Services

Te Tai Tini Southern Region

5 November 2019

About the school

Location

Paraparaumu

Ministry of Education profile number

2949

School type

Full Primary (Years 1 to 8)

School roll

283

Gender composition

Males 53%, Females 47%

Ethnic composition

Māori    30%
NZ European/Pākehā     62%
Pacific   8%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

Yes

Number of Māori medium classes

2

Total number of students in Māori medium (MME)

0

Total number of students in Māori language in English medium (MLE)

45

Number of students in Level 2 MME

45

Review team on site

August 2019

Date of this report

5 November 2019

Most recent ERO report(s)

Education Review August 2016
Education Review September 2012

Paraparaumu School - 22/08/2016

1 Context

Paraparaumu School, located on the Kapiti Coast, caters for students from Years 1 to 8. At the time of this evaluation 213 students were enrolled at the school with 26% identifying as Māori. A new principal was appointed in 2014, and an assistant principal at the end of 2015. The school is experiencing roll growth. A building project had commenced at the time of this review to replace the four classrooms and library destroyed in the August 2014 fire.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are encapsulated in the newly developed graduate profile: to be confident, independent learners who have respect for the beliefs and attitudes of others. The school’s motto is 'Learners today...Leaders Tomorrow: Tae tauira mai…Haere rangatira atu'.

The school’s achievement information shows that many students achieve at and above the National Standards in reading and mathematics. In writing, achievement is not as high. Māori students achieve slightly below their peers in reading with more disparity apparent in writing and mathematics. Girls generally achieve higher than boys, particularly in writing. The dip in achievement experienced in the aftermath of the school fire is being addressed. Teachers are focused on raising the achievement levels of students, through their target groups and specific education plans for low achieving students.

Since the last ERO evaluation the school has had some professional development in writing and more extended development focused on modern learning environments and information communication technologies.

Moderation processes and guidelines need further development to assist consistency of teachers' assessment judgements in relation to National Standards.

3 Accelerating achievement

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

School leaders are seeking to strengthen their response to Māori students whose achievement requires acceleration. Over the past three years Māori achievement has remained at similar levels in reading. In writing it dipped and has come back up again. Mathematics increased in 2015. Māori learners at risk of not achieving equitable outcomes are identified through the use of assessment data. There is recognition by senior leaders that targets for Māori learners require development. This should include regular monitoring to support accelerated outcomes.

There is an ongoing response to Māori language, culture and identity. Staff have considered their practice in relation to Tātaiako: Cultural Competencies for Teachers of Māori Learners. These competencies are now included as part of appraisal. An ongoing commitment to growing teachers’ cultural competence is supported by staff with expertise in this area.

Purposeful connections are established with local iwi and a kaumatua supports whai kōrero for senior boys. Māori students participate in powhiri and other cultural events.

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

The school is focused on raising the achievement levels of students. Teachers identify students whose achievement requires acceleration. Senior leaders analyse data and provide overviews to teachers to facilitate the awareness of challenges and strategies to respond to needs. In 2016 teachers have set target groups linked to teacher inquiry and to appraisal processes.

Students with diverse needs are well identified through the special needs register. The special education needs coordinator's report to trustees shows the numbers of students whose learning is improving as a result of participation in a range of programmes. The school readily accesses external agencies to support positive student outcomes. Some teachers are developing closer relationships with the parents of target and special needs students. The board funds additional teacher aide support for students.

Developing staff awareness of the Pacific Education Plan is a next step.

Strengthened evaluation of how well the school is accelerating students' achievement should assist leaders and teachers to more closely know what is working well, or not working well and what needs to change.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The board of trustees receives useful mid-year and end-of-year information about student performance in relation to National Standards. They also receive descriptive analyses of achievement in standardised tests. Trustees use this information and regular community surveys to make informed decisions about resourcing. The board is currently reviewing their schedule of policy review.

Professional capability and collective capacity is being developed in 2016 through a revised appraisal system linked to accelerating the progress of targeted students. Professional learning groups have been introduced to collaboratively support teacher inquiry into effective practice and strategies that promote positive learning outcomes for students. As these developments are embedded, the school should be better placed to evaluate and address the needs of priority learners.

The redevelopment of the school's curriculum has commenced with community consultation about the charter and creation of a graduate student profile. The current review of the mathematics curriculum is supporting a shared understanding of how teachers respond to the needs of priority and target learners. Including the changes to practice brought about by school professional development is likely to support sustainability.

Students are generally well engaged in classrooms. Positive relationships are apparent. Students are encouraged to take ownership of their learning. Student choice and self-management is being developed. Sound behaviour systems are in place to support opportunities for all students to learn.

Parents receive reports that clearly state where their child is achieving in relation to National Standards. Student-led conferences and building partnerships with the parents of target students assists parent and whānau engagement in their children's achievement.

The school has positive relationships with education providers in the area. This supports students' transitions between services and schools.

An established self-review process is in place that is reflective, informs decision making and leads to ongoing improvement. Enhancing this process to strengthen internal evaluation should support trustees and teachers to more effectively measure the impact of curriculum, programmes and interventions on student outcomes.

5 Going forward  

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond to the strengths, needs and interests of each child
  • regularly evaluate how teaching is working for these children
  • need to systematically act on what they know works for each child
  • need to have a plan in place to build teacher capability to accelerate the achievement of all children who need it.

School leaders are aware of the need for more specific target setting to address equity issues accompanied by additional reporting to trustees about the progress of underachieving students.

Action: The board, principal and teachers should use the findings of this evaluation, the Effective School Evaluation resource, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to develop a Raising Achievement Plan to further develop processes and practices that respond effectively to the strengths and needs of children whose learning and achievement need to be accelerated.

As part of this review ERO will continue to monitor the school’s Raising Achievement plan and the progress the school makes. ERO is likely to carry out the next full review in three years.

6 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 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
  • processes for appointing staff
  • stand down, suspensions, expulsions and exclusions
  • attendance
  • compliance with the provisions of the Vulnerable Children Act 2014.

In order to meet requirements the board must:

  • report student achievement to its Māori community and through consultation develop targets and plans for the achievement of Māori students
    [National Administrative Guidelines. [NAG 1(e)]
  • develop and implement policy guidelines for the appropriate collection, storage, access and disposal of personal information.
    [Privacy Act 1993].

To improve current practice, the board of trustees should re-evaluate current systems for administering medication to students to ensure that the process is adequately documented. 

7 Recommendation

The board, school leaders and teachers should:

  • more sharply focus on achieving equitable outcomes for Māori learners
  • develop a shared understanding of the effective use of internal evaluation to monitor, track and respond to all students whose achievement requires acceleration
  • focus on schoolwide professional development programmes to improve the usefulness of assessment. 

Joyce Gebbie
Deputy Chief Review Officer Central

22 August 2016

About the school 

Location

Paraparaumu

Ministry of Education profile number

2949

School type

Full Primary (Years 1 to 8)

School roll

213

Gender composition

Male 54%, Female 46%

Ethnic composition

Māori
Pākehā
Pacific
Other ethnic groups

26%
58%
  3%
13%

Review team on site

June 2016

Date of this report

22 August 2016

Most recent ERO report(s)

Education Review
Education Review
Education Review

September 2012
August 2009
July 2006