Parkland School (P North)

Education institution number:

2424

School type:

Contributing

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

299

Website:

http://www.parkland.school.nz

Telephone:

06 358 1469

Address:

41 Parkland Crescent, Palmerston North

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Parkland School (P North) - 30/04/2019

30 Apr 2019

School Context

Parkland School, located in Palmerston North, has a roll 303 students, including 28% who identify as Māori. The roll continues to grow. The school recognises Rangitāne as mana whenua.

The school’s overarching vision is that every child will ‘Rise to the Challenge’. This is supported through the school’s valued outcomes for students to be: ‘considerate of themselves, others and the environment, respectful, honest and strive for excellence’.

Current aims, goals and targets for improvement and learner success are for all students to make more than one year’s progress in mathematics and reading, with a particular focus on students identified in school and class targets.

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

progress and achievement in reading and writing and mathematics
trends and patterns of achievement over time for specific groups
whole school improvement, trends and patterns in attendance
wellbeing focused on the school’s key competencies.

Leaders and teachers, as part of a cluster of eight schools, have worked in partnership with Rangitāne to develop an iwi based curriculum, He Tohu Aroha. The key themes articulated in ‘He Tohu Aroha’, whakapapa, turangawaewae, mana motuhake, kaitiakitanga and whanaungatanga, underpin ways of teaching and learning.

The school is part of the Palmerston North East Kāhui Ako.

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?

Schoolwide end-of-year achievement information for 2018, indicates that most students, including Māori, achieved at or above expectation in reading, writing and mathematics. Achievement information over time indicates a downward trend. Disparity for boys in literacy continues. These students are clearly identified in 2019 target groups. By the end of Year 6 almost all students reach or exceed expectation in reading.

The school reports high levels of attendance across all year groups.

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

During 2018, most students identified in the achievement targets made expected progress with a majority accelerating their learning in reading and mathematics. The school continues to make good progress in accelerating the learning of those Māori and others who need this. Students who are at risk of not achieving expected levels are identified, monitored and well known to school leaders and teachers.

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?

Effective schools systems, processes and practices are well established and strongly aligned with strategic goals to improve teaching and learning.

School leaders are knowledgeable and work collaboratively with staff to provide high quality programmes for learning. They support effective teaching to promote positive outcomes for all students. There is a strong focus on building leadership capability across the school. Leaders and teachers actively participate and contribute to local and regional learning networks and initiatives.

Students are well supported to engage in a wide range of learning opportunities through the provision of caring, collaborative, inclusive environments. Respectful, reciprocal relationships across the school promote a sense of belonging and wellbeing. Students’ identity and culture are celebrated and actively promoted.

Students with additional learning needs are well supported through a range of initiatives and interventions, including using appropriate support from school staff and external agency specialists. Teachers develop clear plans to support and monitor progress and learning of these students.

Students benefit from a curriculum that is increasingly culturally responsive to local iwi contexts through implementation of Te Tohu Aroha, the localised curriculum. The school is committed to successfully providing opportunities for Māori learners to succeed as Māori and for all students to learn about the bicultural heritage of Aotearoa/New Zealand.

Teachers inquire into the effectiveness of their teaching and use deliberate strategies to accelerate student learning. Students’ achievement is regularly tracked and rates of progress monitored to identify and respond to individual learning needs.

The revised appraisal process is comprehensive and effectively builds teacher capability. Leaders’ and teachers’ goals and inquiries are clearly linked to school priorities and student achievement targets. Staff are well supported to access purposeful professional learning and development opportunities. They are improvement focused and work collaboratively, in teams and across the school, to provide positive learning opportunities for students.

Leaders, teachers and trustees are focused on further strengthening learning partnerships with parents and whānau to support student wellbeing and learning. Transitions into, through and from the school are well-considered and responsive to children and their families.

The board is well informed about student achievement, curriculum developments and school priorities. They use this information to make decisions about school resourcing. Trustees are using Hautū - Maori Cultural Responsiveness Self Review Tool to build their knowledge and understanding of te reo me ngā tikanga Māori.

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

Leaders, teachers and trustees are reflective practitioners, supported by a wide range of useful information about learning, progress and achievement. A next step is to continue to use the extensive data that the school has to evaluate the effectiveness and impact of the initiatives and innovations and identify areas for improvement.

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.

4 ERO’s overall judgement

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

ERO’s Framework: Overall School Performance 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:

a curriculum that prioritises relationships in supporting achieving education pathways for Māori and all learners
collaboration among leaders and teachers that maintains high expectations for teaching and learning throughout the school
systems, processes and practices that effectively respond to targeted learners
an environment that effectively promotes learning, wellbeing and a sense of belonging
direction setting by the board of trustees and leaders, that establishes challenging goals for student achievement and closely monitors progress.

Next steps

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

continuing to use the extensive data that the school has to evaluate the effectiveness of initiatives that are being embedded, identifying what is working well for students’ learning and where improvements are needed.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

30 April 2019

About the school

Location	Palmerston North
Ministry of Education profile number	2424
School type	Contributing (Years 1 - 6)
School roll	303
Gender composition	Female 51%, Male 49%
Ethnic composition	Māori 28% NZ European/Pākehā 59% Pacific 3% Asian 8% Other ethnic groups 2%
Students with Ongoing Resourcing Funding (ORS)	No
Provision of Māori medium education	No
Review team on site	March 2019
Date of this report	30 April 2019
Most recent ERO report(s)	Education Review May 2016 Education Review December 2012 Education Review November 2009

Parkland School (P North) - 16/05/2016

16 May 2016

1 Context

Parkland School (P North) caters for students from Years 1 to 6. At the time of this evaluation, 305 students were enrolled, with 75 identifying as Māori and five as Pacific. The school has established a relationship with the Rangitane iwi to support raising the achievement of Māori in the area. A kindergarten is on the same site and the school's 'Smart Start' programme supports children's transition to school. Teachers continue to participate in a range of professional learning and development. At present, eLearning and innovative learning environments are being introduced, starting in the Year 5 and 6 classes.

2 Equity and excellence

The vision and valued outcomes defined by the school are for all children are to 'Rise to the Challenge' within an educationally rich and supportive learning environment. This vision is underpinned by the core values of consideration, respect, honesty and excellence. One of the board of trustees' strategic aims is to have all students at or beyond National Standards expectations when they leave Parkland School at the end of Year 6.

The school’s 2015 achievement information shows that over 80% of Māori learners and other groups are achieving at or above in relation to National Standards in reading, writing and mathematics. Across the school, achievement in reading is higher than in writing and mathematics. Overall, boys are achieving less well than girls, especially in literacy. Annual achievement targets are set to accelerate the achievement of groups below the National Standards.

Since the December 2012 ERO evaluation, leaders and teachers have given greater emphasis to inquiring into their practices to help improve learner outcomes and accelerate students' progress. These inquiries are usually closely linked to the board's annual targets to raise the achievement of boys.

3 Accelerating achievement

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

The school has sound systems and processes for responding to Māori children at risk of not achieving equitable outcomes. Leaders and teachers:

identify these students' needs in comprehensive class descriptions
gather baseline data about each student and prepare action plans to raise their achievement
discuss achievement information, identify appropriate support and implement the action plans in class planning
monitor student progress and complete a mid-year review and end-of-year report that show the movement made during the year.

The school can show that some Māori students make more than one year's progress in a year. Through the inquiries, leaders and teachers know this is more likely to occur when they:

have an understanding about children's identity, language, culture and interests
use well-analysed assessment information to set challenging goals for each student
have a clear, systematic process for programme planning that is targeted to needs
develop and share goals with students and their families to promote learning partnerships
know the learning progressions for reading, writing and mathematics within curriculum levels
ensure daily teaching in the classroom links to other support programmes
closely monitor each child's progress and share what is going well and next development steps with children and their families.

These strategies are underpinned by leaders' and teachers' understandings of Ka Hikitia-Accelerating Success 2013 - 2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners.

The next step is for leaders and teachers to continue to inquire into their practice and support each other so identified strategies are used with increasing consistency across the school.

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

The school responds well to other children whose learning and achievement needs acceleration. Leaders and teachers know that the strategies that help Māori achieve success also work for other students, including Pacific, English language learners and those with special needs. The school's data shows evidence of acceleration for some other students at risk of not achieving equitable outcomes.

Teachers meet with families to gain a better understanding about each child's identity, language and culture. They make good use of well-analysed assessment information to plan and implement programmes based on needs. Progress is monitored and shared with students and their families to promote learning-focused partnerships.

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 priorities for equity and excellence?

The school's curriculum, processes and policies effectively develop and enact the school's vision, values and goals. The vision and values are highly visible and understood by trustees, leaders, teachers, students and their families. There is clear alignment between the board's strategic goals, relevant annual achievement targets, performance appraisal, and teaching and learning.

Effective school leadership is apparent. The principal encourages a distribution of responsibilities amongst staff and promotes collaborative decision making. Decisions are based on well-analysed achievement information. This contributes to the established internal evaluation processes. Leaders and teachers regularly reflect on their practice and the appraisal process is sound.

High expectations are expressed through the governance framework and curriculum design. Priority is given to developing a solid literacy and mathematics foundation for students. Key competencies and habits of mind are taught to help students 'Rise to the Challenge'. A current focus is on science and the development of a culturally responsive curriculum.

Appropriate, targeted support is provided for students with special learning needs. Trustees fund a part-time teacher and teacher aides who work alongside classroom teachers to promote equitable outcomes for all students below expectations.

A positive school tone is apparent. Classrooms are settled, learning-focused environments. Relationships between teachers and students, and the students themselves, are respectful and supportive. Students are encouraged to take responsibility for their learning within an inclusive classroom culture where their views are valued.

A wide range of leadership opportunities are provided for senior students. A comprehensive Year 6 profile outlines competencies and skills for these students to aspire to before leaving Parkland School. Consideration could be given to how children will develop these as they move through each year level.

Partnerships with families and whānau are strongly promoted. Families are well informed about their child's progress, achievement and wellbeing. Information is shared through digital media and other meetings. School reports provide useful information about children's achievement in relation to National Standards, their strengths, progress towards goals, next steps and how to help at home.

School governance is sound. Trustees are committed to raising achievement for learners at risk of poor educational outcomes. They receive useful information about student achievement. This helps them gauge progress towards the vision, goals and annual achievement targets. Achievement data at the end of 2015 showed that most Year 6 students achieved at and above National Standards.

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 who need their learning and achievement accelerated
respond effectively to the strengths, needs and interests of each child
regularly evaluate how well teaching is working for these children
act on what they know works well for each child
build teacher capability effectively to achieve equitable outcomes for all children
are well placed to achieve and sustain equitable and excellent outcomes for all children.

ERO is likely to carry out the next 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.

7 Recommendation

ERO and the board agree the next step is to build on internal evaluation practices, including teaching as inquiry, to help accelerate the progress and achievement of all learners who need support to 'Rise to the Challenge'. Tracking the progress of each cohort group to establish trends and patterns over six years of schooling will further assist the board's decision making.

Joyce Gebbie

Deputy Chief Review Officer Central

16 May 2016

About the school

Location	Palmerston North
Ministry of Education profile number	2424
School type	Contributing (Years 1 to 6)
School roll	308
Gender composition	Female 50%, Male 50%
Ethnic composition	Māori Pākehā Pacific Other ethnic groups	25% 67% 2% 6%
Review team on site	February 2016
Date of this report	16 May 2016
Most recent ERO report(s)	Education Review Education Review Education Review	December 2012 November 2009 October 2006