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

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


Palmerston North

Ministry of Education profile number


School type

Contributing (Years 1 - 6)

School roll


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)


Provision of Māori medium education


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