Patoka School

Education institution number:

2642

School type:

Full Primary

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

Website:

http://patoka.school.nz

Telephone:

06 839 8821

Address:

6 Hendley Road, Patoka, Napier

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Patoka School - 18/11/2019

18 Nov 2019

School Context

Patoka School, a small rural school inland from Napier, has students from Years 1 to 8. The current roll of 55, includes 10 students who are Māori and six of Pacific heritage.

The school’s vision for learning is ‘Through our school we are one.’ This is enacted through the values of ‘trustworthiness, respect, unity, enthusiasm and excellence: T.R.U.E.E’.

The current goals are focused on strengthening communication between school and community and teaching and learning. The achievement target is focused on mathematics for students in Years 1 to 4.

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

reading, writing and mathematics.

Since the December 2014 ERO report, there have been significant staffing changes. A new principal was appointed at the beginning of 2019, along with a new teaching team. Teachers’ professional learning and development for 2019 is focused on mathematics.

The majority of trustees are new to the board. A co-opted board chairperson provides direction for stewardship of the school. This has been in place for two years.

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 strengthening its effectiveness in achieving equitable and excellence outcomes for all its students. These outcomes are often good with some variation.

The end-of-year 2018 achievement information showed that most students achieved at and above curriculum expectations in reading and mathematics, with a large majority in writing. Information about the achievement of specific groups of students overtime has not been collated.

The mid-2019 achievement data is showing a clearer picture of achievement across the school in reading and writing. Most students are at and above expectations in reading, with the majority of students at or above in writing. Schoolwide data for all year groups is not available for mathematics. The board has received whole school basic facts data, March 2019.

Māori students are achieving as well as their peers in reading, less so in writing. Pacific students are achieving better than their peers over all. Girls are achieving better than boys in writing.

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

In 2019, the school has improved its response to those students whose learning requires acceleration. Mid-year achievement data shows that teachers have been successful in accelerating the learning of most target students, including those Māori and Pacific children who need this, in reading, writing and mathematics.

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 board and staff clearly identify where improvement is needed to promote excellence and equity in learner outcomes. Goals are prioritised in the annual plan through a range of actions and provide clear direction for school leadership. Progress is monitored and regularly reported to the board.

Leaders and teachers have strengthened processes and practices to respond to those students whose progress they need to accelerate. These practices are robust and enable close tracking and monitoring of these students. Trustees are regularly informed of their progress and achievement and use this information to make appropriate resourcing decisions.

Students experience a wide range of authentic learning opportunities responsive to their strengths and interests. Science learning is well integrated and reflected through an inquiry approach. There is an appropriate focus on literacy and mathematics, including a balance of targeted teaching, use of rich authentic tasks and student-led learning. Students participate in a wide range of academic, sporting and cultural activities within the school and wider community. They take on leadership roles and socialise with students from other schools.

Students are well engaged in purposeful learning and take pride in their achievements. They show a sense of belonging to their school. Learners work collaboratively. They use digital technologies to support and manage their learning. The learning environments reflect and celebrate students’ learning. Their culture, language and identity is acknowledged and valued.

Teachers are student-centred and highly collaborative in their approach. They value the knowledge and skills each bring and learn from each other, and with support from external facilitators, build their capability. They are reflective and regularly inquire into the effectiveness of their teaching strategies, programmes and interventions to promote positive outcomes for students.

A range of communication strategies is used to keep parents and whānau informed about the curriculum and school operation. Parents participate in a wide range of school activities. Their contribution to decision making is valued. Strengthening partnerships in learning continues to be a priority for the school with its families.

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

Some initial community consultation informed the development of the draft, documented curriculum that provides teaching and learning guidance to the new teaching team. Leaders and teachers acknowledge that further work is required to ensure the curriculum is reflective of the local context and responsive to the community’s aspirations for its students. The planned review of the school’s vision and values should support this development.

The school needs to develop a more planned approach to the integration of te reo me ngā tikanga Māori across the curriculum, to ensure continuation of this initiative. Responsive resourcing by the board has contributed to a positive start to this.

Systems to keep records of student achievement over time need to be firmly in place so that the school gets a clear picture of its effectiveness in progressing children’s learning and the improvement trajectory of groups of students.

A key next step is developing a shared understanding of internal evaluation and the use of data and other information to know the impact of new developments, programmes and initiatives to advance equity and excellence for students.

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 Patoka School’s performance in achieving valued outcomes for its students is: Developing.

5 Going forward

Key strengths of the school

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

systems and processes that are focused on accelerating the learning of those students who need this
strategic planning that prioritises actions for improvement
a curriculum that responds to children’s strengths and interests.

Next steps

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

ensuring student achievement data over time is kept so that school effectiveness in working towards equitable and excellent outcomes for all students is known
internal evaluation to know the impact of ongoing improvements, what is working and what is not
working towards independence in stewardship with a trustee-led board.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

18 November 2019

About the school

Location	Patoka
Ministry of Education profile number	2642
School type	Full primary (Years 1-8)
School roll	55
Gender composition	Female 33, Male 22
Ethnic composition	Māori 10 NZ European/Pākehā 39 Pacific 6
Students with Ongoing Resourcing Funding (ORS)	No
Provision of Māori medium education	No
Review team on site	September 2019
Date of this report	18 November 2019
Most recent ERO report(s)	Education Review December 2014 Education Review September 2010 Education Review June 2007

Patoka School - 11/12/2014

11 Dec 2014

Findings

Patoka School is highly effective in its use of achievement information to make positive changes to student engagement, progress and achievement. The curriculum effectively promotes and supports student learning. The school is very well placed to sustain and improve its performance. The inclusion of outcomes in the school’s annual plan should further strengthen the board’s measurement of progress towards charter goals.

ERO is likely to carry out the next review in four-to-five years.

1 Context

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

Patoka School is a small rural primary school 45 minutes inland from Napier. It caters for students in Years 1 to 8. Since the September 2010 ERO report, a new principal and teacher have been appointed.

There is a strong family atmosphere in the school and good community support. Parents and whānau are valued as important partners in their children’s learning.

Regular links with the local kindergarten help new entrants transition easily to school.

Students are encouraged to be independent and take on responsibility. Learning in the local environment is an important part of the school curriculum.

The board, principal and teachers have an inclusive approach to decisions about learning and resourcing, ensuring all students have equitable opportunities to achieve success.

Areas identified for review and development in the previous ERO report have been addressed. The school continues to have a very positive reporting history with ERO.

2 Learning

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

Patoka School is highly effective in its use of achievement information to make positive changes to student engagement, progress and achievement.

A wide range of data is gathered and used by teachers to identify needs and address barriers that may have an impact on some students’ progress. Teachers have regular conversations with students to help them understand their assessments and next learning steps.

Action plans are developed for groups of students whose achievement needs to be significantly progressed. Teachers use these plans to identify and review teaching practices that are effective in improving these students’ achievement. Most students in these groups make accelerated progress.

Meetings with families and whānau on enrolment and during the term give teachers information that enables them to respond immediately to students’ needs.

A teacher aide regularly works with students requiring extra learning support. She discusses and explores with teachers ways to improve these students’ achievement.

Data reported to the board in 2013 shows most students, including Māori, were at or above the National Standards in reading, writing and mathematics. Achievement information in mid-2014 indicates likely accelerated progress for the majority of students in relation to the Standards.

Students with specific needs are provided with education plans that focus on their individual goals. These students are supported by teachers and students in an inclusive environment.

Students being provided with support to learn English as a second language show improvement in their understanding and language use.

The board and teachers have high expectations that all students will succeed. Trustees receive regular updates on student achievement. They use the information to discuss teaching programmes and make decisions about resourcing.

Parents and whānau receive reports that provide useful information about their children’s progress and achievement in relation to the National Standards in reading, writing and mathematics.

A considered range of opportunities has been provided for families and whānau of a group of target students to engage in collaborative learning conversations with their children’s teacher. The school continues to explore ways to connect with all parents.

3 Curriculum

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

The Patoka School curriculum effectively promotes and supports student learning. It has good links with the principles and key competencies of The New Zealand Curriculum. The document provides a good schoolwide framework for teaching and learning.

The principal and teachers are reviewing this document to ensure it includes opportunities for students to enhance their understanding of themselves as learners and as partners in their learning. As part of this review staff agree with ERO, that consideration needs to be given to the inclusion of local histories and contexts in the school curriculum document.

There are opportunities for students to contribute to programme planning and to learn in contexts linked to their experiences. Learning that reflects the bicultural heritage of Aotearoa New Zealand is increasingly important in the school’s curriculum. All students have opportunities to learn about te ao Māori.

Teachers skilfully consider assessment information when planning programmes and activities that cater for students’ individual strengths and needs. They effectively use a diverse range of strategies that engage students in purposeful learning. These include:

students directing their learning
positive and inclusive relations between students and with teachers
activities that highly engage students
students setting goals to shape future learning
students being encouraged and supported to share their ideas
links made with students’ prior knowledge and experiences.

A planned approach is taken for the use of information and communication technologies (ICT) in teaching and linking with students’ homes. The board and teachers want ICT to enhance children’s learning so they can share it with each other and the wider world.

Transitions into and beyond the school are well considered and responsive to each student’s needs. Strong relationships with the local kindergarten involve regular events and senior pupils being buddies to students before they start school.

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

The school is very considered in its approach to Māori student success as Māori. Eighteen students identify as Māori. Whānau are involved in school activities and the curriculum, sharing their knowledge and skills in te reo me ngā tikanga Māori.

Teachers’ participation in a Ministry of Education te reo Māori contract is enabling them to build their expertise to teach students the language. Students with knowledge of te reo me ngā tikanga Māori are valued resources for teachers.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The charter has been developed through community consultation. It identifies priorities for student progress and achievement. Student targets are based on assessment data. Detailed plans, with specific strategies, are in place to make sure these targets are achieved.

The board, principal and teachers effectively use planned and responsive review to look at what is going well and where improvements may be needed. Trustees agree with ERO that review at board level needs to include indicators of success with each goal in the annual plan. This should enable closer evaluation of the progress towards, and effectiveness of outcomes, for each goal.

Teachers are a collegial team who share their ideas to ensure they are using effective strategies that are responsive to students’ strengths and needs. They discuss and use education research and meet with other schools to share professional practice. Teachers’ professional learning is directly linked to student achievement targets and teachers’ own development needs.

Teacher appraisal has been reviewed in 2014. It supports teachers to think critically about how well teaching practices are improving students’ learning. Teachers’ professional learning is related to school targets and their own needs.

The principal leads in a considered and collaborative way. He has a clear vision for the future development of teaching and learning based on current education thinking.

Trustees bring a diverse range of skills to the board. Most of the board are new since ERO’s previous review. Regular involvement in training supports their understanding of their roles. A governance manual is useful for new trustees’ induction and to retain knowledge when board members change. Trustees make resourcing decisions that are responsive to the changing school demographics.

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.

Conclusion

ERO is likely to carry out the next review in four-to-five years.

Joyce Gebbie

National Manager Review Services

Central Region

11 December 2014

About the School

Location	Napier
Ministry of Education profile number	2642
School type	Full Primary (Years 1 to 8)
School roll	65
Gender composition	Female 35 Male 30
Ethnic composition	Māori NZ European/Pākehā Filipino	18 46 1
Review team on site	October 2014
Date of this report	11 December 2014
Most recent ERO report(s)	Education Review Education Review Education Review	September 2010 June 2007 May 2004