Parkside Christian S D A School - 19/12/2013

1 Context

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

Parkside Christian Seventh-Day Adventist School in Napier is a state integrated school for students in Years 1 to 8. Families from throughout Hawke's Bay send their children to the school because of its Christian values.

Of the 29 students, ten identify as having Pacific ethnicity and five as Māori. High quality student art work welcomes people into the school. It reflects the local landscape and the diverse cultural identity of students.

Students learn in the well-resourced junior and senior, multi-level classes. The development of individual self esteem is a priority. Students are respectful and supportive of each other.

Since the December 2010 ERO report the school has continued to increase its capacity to provide positive outcomes for learners. Teachers have strengthened their understanding of the use of achievement information to inform planning and review. Appraisal is contributing to building teacher’s capacity to successfully respond to individual needs. The principal successfully guides ongoing improvement.

2 Learning

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

Achievement information is increasingly used to make positive changes for learners.

A range of assessment tools is used to consider progress and achievement in reading, writing and mathematics. Teachers have improved their understanding about the use of these tools. To further improve practice, guidelines for making National Standard decisions should be explicitly stated. This will contribute to teachers having greater confidence in the quality of assessment judgements.

Extensive tracking of the progress of students takes place as they move through the school. This data indicates most students make expected progress. Continuing to develop the extent of analysis of progress information should assist teachers to ensure programmes increasingly bring about positive changes for learners.

Māori and Pacific student achievement is analysed and used to assist all to achieve success. Support is provided to Pacific students with English language learning needs.

Target students for 2013 were appropriately identified from 2012 National Standards data. The focus is on accelerating reading, writing or mathematics learning for specific students identified as achieving below the expected standard. Targeted teaching, regular monitoring of progress, development of teacher capability and improved involvement of parents are assisting to meet the needs of these students.

Analysis of data determines priorities for improvement. Development of the mathematics curriculum and assessment practice is identified by the school as a next step. Teachers should continue to extend the use of data to consider the focus of teaching and the effectiveness of strategies they use.

A range of classroom and external support helps the school to address the specific needs of students with diverse learning needs. Individualised literacy programmes allow second language learners to make accelerated progress.

Reporting to parents is informative and appropriately supports them to be involved in their children’s learning.

3 Curriculum

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

Ongoing development of the curriculum allows it to better promote and support student learning.

Christian values are woven throughout the curriculum within meaningful contexts. The Seventh Day Adventist special character is clearly evident.

Teachers know, respect and value who individual students are and their cultural identity. Diversity is recognised and reflected in school activities. Staff actively model and share their own world view to encourage students to be proud of their own cultural identity. Reflecting the context of students and their families enriches learning and is an area of continuing focus.

The curriculum is well aligned with The New Zealand Curriculum (NZC) and provides experiences in all areas of learning. The NZC principles have recently been reconsidered and have a higher priority within learning programmes.

Appropriate guidelines are provided to support effective teaching. In classes observed by ERO, students were generally involved in sustained purposeful learning. Respectful and affirming relationships support learning. Older students actively support younger ones.

Recent professional learning in writing is consistently reflected in classrooms. Regular reference to good quality writing examples builds student understanding. Daily exposure to writing in a variety of curriculum areas increases students’ interest and enjoyment.

Classroom environments are well maintained and stimulating. Students' work is celebrated and assists them to have a sense of belonging. Computer technology is an integral part of programmes.

Transition to school focuses on the needs of individual students and the importance of the relationship between the school and parents. To enable increased responsiveness to the prior knowledge and skills children bring:

  • guidelines should be developed to support the movement of children into the school
  • the new entrant teacher should be supported to build understanding of the early childhood curriculum and how this aligns with NZC
  • contributing early childhood centres should be contacted prior to children beginning the transition process.

Student wellbeing and self confidence is successfully supported through a range of deliberate strategies.

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

Caring relationships and a focus on responding to individual needs are supportive of Māori learners.

The use of community expertise ensures students have opportunities to build on their knowledge of tikanga and kapa haka.

The school has developed some guidelines to improve consultation with Māori parents. This should be put in place and include the opportunity for parents to share the aspirations they have for their children’s learning.

How effectively does the school promote educational success for Pacific students?

One third of students identify as Pacific. Students have cultural links to Samoa, Fiji, Cook Islands and include some recent migrants. ERO observed Pacific students to be engaged and confident both in class and in the playground.

Pacific perspectives are evident within the curriculum. Teachers work in partnership with Pacific families to support their identities, languages and culture.

Current professional development initiatives, involving trustees and teachers, focus on improving success for these students. Aspects have been incorporated into school practice. The school should use the learning from this training to develop a plan that continues to support:

  • raising Pacific achievement
  • strengthening partnerships with the Pacific community and parents.

4 Sustainable Performance

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

Self review supports the school to improve student achievement and engagement. It identifies what is going well and where improvements are needed.

There is a schoolwide commitment to improvement and being aware of current good practice. The teaching principal is a collaborative professional leader who concentrates on improvement.

Teachers' involvement in a range of useful professional learning has contributed to building their capability. Teachers work actively to build understanding and strategies to cater for the strengths, needs and aspirations of Māori and Pacific students.

Appraisal of teachers is aligned to the appropriate professional criteria and school goals. It contributes to improvement. To increase the robustness of the process:

  • classroom observations should include more consideration of next steps for improvement in teaching and learning
  • teachers' goal setting and evaluation of these should be related to the board’s annual achievement goals.

The supportive board is well informed and focused on curriculum and achievement. Resources are allocated to respond to the identified needs of students. Trustees access training and support to increase their awareness and understanding of governance.

Links are promoted and developed with parents. These help to enhance outcomes for students.

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.

When is ERO likely to review the school again?

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

Joyce Gebbie National Manager Review Services Central Region (Acting)

19 December 2013

About the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Female 15, Male 14

Ethnic composition

NZ European/Pākehā



Other ethnic groups





Special features

State integrated school

Review team on site

October 2013

Date of this report

19 December 2013

Most recent ERO report(s)

Supplementary Review

Education Review

Supplementary Review

December 2010

November 2009

October 2008