Porirua School

Porirua School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Porirua School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Porirua School is located in Porirua and provides education for learners from years 0 to 6.

Porirua School’s strategic priorities for improving outcomes for learners are:

  • to raise student achievement through effective teaching

  • to enhance positive behaviours for effective teaching

  • to connect with our community as a place for learning.

You can find a copy of the school’s strategic and annual plan on Porirua School’s website.

ERO and the school are working together to evaluate how effectively the school is implementing, embedding, and sustaining the Learning Progressions Framework so that leaders, kaiako and all tamariki are equipped with skills, knowledge and strategies to support and accelerate all student learning for continuous improvement.

The rationale for selecting this evaluation is that:

  • the school has identified the need to work collectively to review and strengthen systems, processes and current practices that support the acceleration of all students' learning

  • leadership has taken the strategic decision to use the Learning Progressions Framework to build collective understanding, and to develop consistent practices and expectations across the school.

The school expects to see the achievement of all priority learners supported and accelerated through the alignment and cohesion of systems and processes, the building of culturally responsive practices, the development of consistent classroom practice and strengthened learning partnerships with whānau.  

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate how effectively the school is implementing, embedding, and sustaining the Learning Progressions Framework so that leaders, kaiako and all tamariki are equipped with skills, knowledge and strategies to support and accelerate all student learning for continuous improvement:

  • improved and accelerated learner achievement in reading and mathematics (2021) through the growing consistent application of the Learning Progression Framework

  • the growing and strengthened kaiako skills and capability (2021) now focused on reading (2022)

  • the implementation of a strategic and deliberately planned programme of professional learning focused on developing shared understanding, knowledge and practice across the school (2022)

  • collaborative learning and authentic relationships with whānau, iwi and the wider community.

Where to next?

Moving forward, the school will prioritise:

  • the alignment of school-wide systems and processes that support the acceleration of all students’ learning and achievement

  • the transfer of new knowledge, skills and strategies across the curriculum

  • the further development of the localised curriculum through strengthened cultural knowledge, perspectives and contexts. 

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

1 November 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Porirua School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of April 2022, the Porirua School, School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Porirua School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

1 November 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Porirua School - 02/05/2017

Findings

Significant developments since the June 2014 ERO report have led to improvement. Students are well engaged in their learning. Whānau are actively involved in the school. Senior leaders and staff focus on improving learning, progress and achievement for all students. Respectful relationships are clearly evident. Trustees understand their governance role and show commitment to ongoing improvement.

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

1 Background and Context

What is the background and context for this school’s review?

Porirua School is a multicultural primary school for students in Years 1 to 6, situated in Elsdon, Porirua. At the time of this review the roll was 105 with 57% of students identifying as Māori and 29% as Pacific. The school acknowledges Ngāti Toa as mana whenua. Students have access to the wide range of resources within the school's wider community to support learning.

In Term 3, 2014 a new principal was appointed. The Limited Statutory Manager (LSM) continued to support the principal, board and school until May 2015.

The June 2014 ERO report identified significant areas for improvement. Over the past two and a half years the school has participated in an ongoing ERO evaluation process to support improvement. During this time trustees and staff accessed appropriate external professional learning and development (PLD) to support them in their roles. They have worked positively with providers and shown a determined focus on improvement.

This report evaluates the progress made since 2014 and how well placed the school now is to sustain continuous improvement.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The principal, supported by the LSM, developed an action plan prioritising the key areas for development and improvement as identified in the previous ERO report. Actions and outcomes have been monitored throughout the process. 

The overall goal was to improve school practice and operation to promote positive learning outcomes and accelerate progress of all students. Areas of focus to support this have included:

  • building leadership capability
  • improving teacher practice, including the use of achievement information to plan for student learning and accelerate progress
  • reviewing and developing the curriculum
  • developing performance management
  • building management and governance capability
  • reviewing policies and procedures to ensure that they meaningfully support operations, student learning and safety.
Progress

The principal and trustees have worked together to develop policies, procedures and systems that meaningfully guide teacher practice and school operation. A robust, improvement focused appraisal process has been recently implemented. It includes teacher and leadership inquiry and the collection of, and reflection on, evidence related to the Practising Teacher Criteria (PTC).

Trustees receive useful information about student learning, achievement and wellbeing. The board has developed strategic and annual plans that prioritise goals and actions to promote improved student learning and achievement.

The school’s data over time (2014 – 2016) shows that there has been a small increase in the percentage of students achieving at and above National Standards. Collated assessment information from 2016 shows that, although many students achieve well, underachievement in reading, writing and mathematics continues for some students across the school. School leaders know that there is an urgent need to accelerate the progress of these students.

School achievement targets in reading, writing and mathematics identify the numbers of underachieving students in each year level cohort. Improvement plans developed for each learning area identify who these students are and their needs.

Teachers have increased their understanding and use of assessment. A range of information, including nationally standardised assessment, is used to make judgements about student achievement and progress. Teachers use assessment information to plan programmes and to reflect on the impact of their teaching.

Students learn in a positive environment that supports their participation, engagement and knowledge of their learning Teachers use a variety of strategies to effectively promote learning. Respectful and affirming relationships are evident. Expectations are high and there is a strong focus on progress.

School leaders continue to work collaboratively to grow and build their capability. Current inquiry relates to building effective teacher practice, accelerating student learning and curriculum development. 

The principal and the board have improved partnerships with the community. They regularly consult and communicate with parents. Partnership with iwi has been established. A considerable effort is made to engage parents in their children’s learning and in curriculum activities. Staff have responsive relationships with whānau to assist student wellbeing and learning.

The board has consulted with parents and community to make decisions and develop the school curriculum. This clearly aligns with the New Zealand Curriculum priorities and appropriately focuses on literacy and mathematics. The school has identified that continuing to work with whānau and iwi to complete the development of their curriculum is a next step.

3 Sustainable performance and self review

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

The school has improved its capacity to sustain, improve and review its performance. The principal and the board have worked in a focused way to address areas identified in the previous ERO report and are working well together to lead the school forward. They are focused on continuing to improve student achievement.

Developments are beginning to have a positive impact on students’ engagement in their learning. Processes and documentation now in place, support positive school performance and improvement. There is a clear line of sight from the school's values, goals and priorities to enactment in class programmes, teaching and learning.

The school’s continuing involvement in professional learning and development effectively supports leaders and teachers to promote positive learning outcomes for students. An appropriate performance appraisal process, focused on reflection and improvement, is in place for the principal and staff.

As new initiatives are embedded it is appropriate to strengthen evaluation to show what works, what doesn't work and what needs to change to promote learning.

All areas of non-compliance identified in 2014 ERO report have been addressed.

Key next steps

The school agrees to:

  • develop more targeted planning to accelerate learning for children
  • continue to monitor targeted planning, improved teaching, and children’s progress
  • discuss the school’s progress with ERO. 

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.

During the review an area of non-compliance was identified. The board must:

  • develop policy, and procedures on surrender and retention of property and searches of students by the principal teachers and authorised staff members.
    [139AAA to 139AAH of the Education Act 1989]

Conclusion

Significant developments since the June 2014 ERO report have led to improvement. Students are well engaged in their learning. Whānau are actively involved in the school. Senior leaders and staff focus on improving learning, progress and achievement for all students. Respectful relationships are clearly evident. Trustees understand their governance role and show commitment to ongoing improvement.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

2 May 2017

About the School 

Location

Porirua

Ministry of Education profile number

2964

School type

Contributing (Years 1 to 6)

School roll

105

Gender composition

Female 54%, Male 46%

Ethnic composition

Māori

Pacific

Pākehā

Asian

Other ethnic groups

57%

29%

7%

6%

1%

Review team on site

March 2017

Date of this report

2 May 2017

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

June 2014

May 2011

June 2008