Patoka School - 20/09/2010

1. The Education Review Office (ERO) Evaluation

Patoka School is a three classroom rural primary school located 45 kilometres west of Napier. Of the 56 students, just under a quarter identify as Māori. Since the 2007 ERO review, the school has made significant progress in putting robust and effective self-review processes in place for professional leadership, governance and teaching. These practices directly contribute to significant positive improvements in student progress and achievement.

Students make notable progress and most achieve at or above expectations in literacy and mathematics. Teachers effectively use a comprehensive range of student achievement data and moderation processes to successfully inform decision making. Individual needs are identified and well monitored through school and classroom targets and support programmes. Students benefit from tightly focused teaching and programmes that enable them to make good progress.

The New Zealand Curriculum inquiry approach informs ongoing improvements in teaching, leadership and governance. The board of trustees governs the school effectively. A carefully considered governance and management framework that includes ongoing review underpins the schools operations. Trustees work positively alongside the principal and staff to provide targeted support and resourcing for students.

A culture of positive relationships based on mutual respect is strongly evident. Parents, whānau and the community are involved in school events and ongoing consultation about the school’s direction, curriculum and reporting of student achievement. Goal setting, formative assessment practices and the inquiry learning process increase students’ involvement and ownership of learning. Students are highly motivated and enthusiastic learners.

Future Action

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

2. Patoka School’s Curriculum

How effectively does the curriculum of Patoka School promote student learning - engagement, progress and achievement?

School context and self review

This report notes significant progress has been achieved in developing school-wide self review practices since the 2007 ERO review. Trustees have effectively strengthened and developed a robust governance framework based on ongoing self review. The strong curriculum leadership by the principal, supports high and clear expectations for successful teaching and learning through ongoing reflection and programme evaluation.

Areas of strength

Self review Highly effective self-review practices are well embedded in the school’s professional leadership and management, governance and teaching. These processes support high expectations for student progress and achievement.

Student engagement and achievement Most students are engaged and motivated learners. They positively respond to high expectations for their learning. Most, including Māori, make significant progress and are achieving at and above school expectations in reading, writing and mathematics. Students’ specific learning needs are well met.

School planning and targets Strategic planning is meaningful, purposeful and successfully implemented with regular monitoring. All students benefit from school and class improvement targets. A comprehensive approach to target setting contributes to increases in student achievement, including those at risk of underachieving and those requiring further extension.

Governance and leadership An effective partnership between professional leadership and governance ensures that well-considered resource use leads to better outcomes for students. Trustees are well informed and advised by the principal. The governance framework is underpinned by a manual that is regularly reviewed. This practice ensures that trustees’ roles and responsibilities are well understood and make a positive difference. Trustees effectively monitor whether resources directly contribute to better student outcomes.

Achievement information use In-depth analysis of student achievement data from multiple sources informs planning, practice and reporting. Teachers moderate and discuss results to inform professional judgements about students’ progress in reading, writing and mathematics. Strong and robust evidence informs teaching, management and governance.

Learning and teaching Students benefit from carefully considered learning programmes. Focused teaching addresses specific learners’ needs. The impact of special programmes provided by the teacher aide and classroom teachers is tracked and reported each term. Reports indicate that students’ progress is appreciably enhanced.

Professional practice Ongoing, purposeful performance management is based on clear and appropriately high expectations for effective teaching and learning. Teachers and the teacher’s aide report that they value and appreciate receiving ongoing constructive feedback to strengthen their professional practices. Staff display commitment to learners and learning.

Staff development Professional learning and development is reflected in the high quality teaching practices students experience. Staff are fully involved in a range of planned school based activities, specific courses and forging links with other similar schools to share training and best practices. Regular meetings strongly focus on using data to identify areas where access to appropriate expertise is needed.

Home and school partnerships Parent consultation and involvement in the school is highly valued. The board and staff consistently consider how best to encourage more parental participation in school and community-based events. Parents report that the school is highly responsive to their views. They are involved in confirming the school’s strategic direction, the curriculum and reporting against the National Standards. This results in parents receiving highly useful reports about student progress, with suggestions to help their child’s learning at home in reading, writing and mathematics.

Te ao Māori Notable progress is evident in Māori student achievement. A range of school indicators is used to measure the impact of a specific school target for the culture and te reo Māori programme. Parents recently formed a whānau group to support the Māori tutor prepare students for an upcoming marae visit. Māori students achieve and progress at the same high levels as their peers.

Curriculum design The Patoka community setting and values are meaningfully integrated into the school’s curriculum. The curriculum responds to community aspirations and identifies local resources and experts. School trips and camps are well resourced and supported by staff and the board. The provision of an inclusive school is integral to teaching programmes. Students demonstrate pride in themselves and their school.

Transitions A culture based on care and respect supports families and their involvement in their child’s school. Very close links to the nearby local kindergarten helps to smooth children’s start at school. Senior students show leadership and care for younger children through mentoring new entrant children. Students’ transition to secondary education is carefully considered and supported by teachers.

Areas for development and review

ERO’s evaluation agrees with the school’s self review findings that there is a need to continue to strengthen:

  • teacher capability by embedding effective teaching strategies; and
  • students’ role in leading their learning in teaching programmes.

3. Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Patoka School completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

  • board administration;
  • curriculum;
  • management of health, safety and welfare;
  • personnel management;
  • financial management; and
  • asset management.

During the review, ERO checked policies, procedures and practices about compliance in the following areas (because they have a potentially high impact on students’ achievement):

  • emotional safety of students (including prevention of bullying and sexual harassment);
  • physical safety of students;
  • teacher registration;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

4. Future Action

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

Kathleen Atkins

National Manager Review Services

Central Region

20 September 2010

About The School

 

School type

 

Full Primary (Years 1–8)

School roll

56

Gender composition

Female 28,

Male 28

Ethnic composition

New Zealand European/Pākehā 43,

Māori 13

Review team on site

July 2010

Date of this report

20 September 2010

Previous three ERO reports

Education Review June 2007

Education Review May 2004

Accountability Review March 2001

To the Parents and Community of Patoka School

These are the findings of the Education Review Office’s latest report on Patoka School.

Patoka School is a three classroom rural primary school located 45 kilometres west of Napier. Of the 56 students, just under a quarter identify as Māori. Since the 2007 ERO review, the school has made significant progress in putting robust and effective self-review processes in place for professional leadership, governance and teaching. These practices directly contribute to significant positive improvements in student progress and achievement.

Students make notable progress and most achieve at or above expectations in literacy and mathematics. Teachers effectively use a comprehensive range of student achievement data and moderation processes to successfully inform decision making. Individual needs are identified and well monitored through school and classroom targets and support programmes. Students benefit from tightly focused teaching and programmes that enable them to make good progress.

The New Zealand Curriculum inquiry approach informs ongoing improvements in teaching, leadership and governance. The board of trustees governs the school effectively. A carefully considered governance and management framework that includes ongoing review underpins the schools operations. Trustees work positively alongside the principal and staff to provide targeted support and resourcing for students.

A culture of positive relationships based on mutual respect is strongly evident. Parents, whānau and the community are involved in school events and ongoing consultation about the school’s direction, curriculum and reporting of student achievement. Goal setting, formative assessment practices and the inquiry learning process increase students’ involvement and ownership of learning. Students are highly motivated and enthusiastic learners.

Future Action

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

Review Coverage

This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:

  • what is known about student achievement information, including the achievement of Māori and Pacific students;
  • decisions made to improve student achievement using assessment and selfreview information; and
  • teaching strategies and programmes implemented to give effect to the school’s curriculum.

ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.

Kathleen Atkins

National Manager Review Services

Central Region