Paterangi School

School Context

Paterangi school is a full primary school located between Pirongia and Te Awamutu. A new principal was appointed in 2018 and a new deputy principal in 2019. There have been a number of changes to the board with a new chairperson elected in 2019. The school’s roll has grown since the last ERO review. The current roll of 110 includes 18 students who identify as Māori. The school’s vision, Steadfast and Courageous in our Learning Journey, has recently been developed. This statement is supported by the new school values of respect, integrity, responsibility and perseverance.

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

• reading, writing and mathematics.

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?

The school is moving towards equitable and excellent for most of its students. The schools data from 2018 shows most students are achieving at or above expected levels in reading and mathematics and a large majority in writing. Māori students achieve at comparable levels to their peers in reading and writing and outperform NZ Eurpoean/Pākehā students in mathematics. Girls outperform boys in reading and writing, however boys outperform girls in mathematics. Historic student achievement data also shows that overall levels of achievement have remained relatively constant over time.

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

The school is able to show effective acceleration for Māori and other students who need this. Student achievement data from 2017 to 2018 shows that the majority of students at risk of not achieving made accelerated progress and all Māori students in reading.

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?

Leadership collaboratively develops a shared vision and direction for the school. There is a well-considered and strategic approach to change. Leaders are focused on developing and building a positive school culture with clear and explicit values. Strengthened systems and processes are in place to build teacher capability and develop clear and consistent practices. Leaders have a deliberate and inclusive approach to decision making and building staff culture. They have consulted with the community and supported the importance of mana whenua and tikanga Māori.

Students participate and learn in caring and inclusive learning environments. There are positive interactions between students with strong tuakana/teina relationships evident. Students engage in a range of learning contexts in calm and settled environments. They are familiar with established routines which support transitions between activities. Children with additional needs are well supported and engaged in meaningful class-based learning.

The board works collaboratively to develop the school’s vision, values and strategic direction. The school values developed in consultation with parents and students are highly visible and celebrated. They are inclusive of the whole community and enacted in the school in daily routines. Students and teachers respect and demonstrate the school values in all aspects of school life creating a strong sense of belonging.

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

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

• building teacher capacity to support increased student agency
• developing a consistent approach to internal evaluation practices to evaluate the impact and effectiveness of the newly reviewed systems and processes
• reviewing the curriculum to align with revised school values.

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 Paterangi School’sperformance 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:

• leadership and governance that has established a clear strategic direction for the school
• caring and inclusive learning environments that provide positive student outcomes.

Next steps

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

• developing a consistent approach to internal evaluation practices
• review the curriculum to align with the school values.

Phil Cowie

Director Review and Improvement Services

Central Region

14 June 2019

About the school