Education Review Office Report November 2015
ContextWhat are the important features of this school that have an impact on student learning?
Paterangi is a long-established full primary school located in rural heartland between Pirongia and Te Awamutu. The school caters for Years 1 to 8 students from the local community and nearby towns. At the time of this ERO review the roll was 89 students, of whom 13 identified as Māori.
The school’s mission statement ‘Academic Excellence with Country Values ‘underpins the school’s culture and is well understood by parents and trustees. There is a strong sense of community pride and support for the school. Since the previous ERO review in 2012, there have been significant school developments, which are reflected in its attractive presentation, and the provision of high quality resources to support and enhance teaching and learning.
The school places a strong emphasis on student success and improving student achievement. A high priority is the provision of targeted support programmes for students with particular learning needs. Teachers’ professional development has had a sustained focus on students at risk of poor educational outcomes, science, and the ongoing use of information and communication technologies (ICT).
The school has had a positive reporting history with the Education Review Office.
LearningHow well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement. Trustees are kept well informed about students’ successes and achievement levels. They are also well informed about students who are at risk in their learning and receive regular information about the progress and achievement of these students. Trustees also have an ongoing focus on improving the achievement and success of Māori learners. Well-analysed student achievement information supports the board to make informed resourcing decisions. Charter targets are clearly focused on those students who require close monitoring and support.
The principal and deputy principal are focused on raising levels of student achievement, particularly for students who are achieving well below their peers. They work with teachers to identify strategies and specific programmes and support for at risk students. The senior leadership team carefully track the progress of all students. Student achievement data is also used to identify teacher professional learning and development needs. The principal has set high expectations for teachers.
Teachers use a good range of standardised and diagnostic assessment tools, and reliable internal and external moderation is strengthening the validity of teacher judgements. Parents receive regular information about their children's progress and achievement in relation to National Standards. Teachers effectively analyse data to identify students requiring close monitoring and develop specific strategies and expected outcomes. A useful next step is to extend this practice for all students to ensure that learning needs are clearly identified and that they systematically respond to them.
The special needs coordinator clearly Identifies, tracks and monitors students with special learning needs. A range of intervention programmes are in place to cater for these students. An experienced teacher aide provides high quality support to those students requiring extra assistance.
School data shows the vast majority of students, including Māori, are achieving at and above National Standards in reading, writing and mathematics.
CurriculumHow effectively does this school’s curriculum promote and support student learning?
Paterangi School’s curriculum effectively promotes and supports learning. There is an appropriate focus on literacy and mathematics and on the provision of a broad curriculum covering areas such as science, social sciences and the arts. Students also experience a range of academic, sporting, cultural and leadership opportunities including education outside the classroom (EOTC) and information and communication technologies (ICT). There is a strong emphasis on children's social and emotional development through the intentional promotion of the key competencies of The New Zealand Curriculum (NZC). ERO observed high levels of student engagement in classrooms and a positive culture for learning.
A well-developed homework programme with an emphasis on reading mileage and numeracy skills promotes a positive relationship with parents as partners in their children's learning. Teachers also send home portfolios of children's work on a regular basis. This enables parents to have an understanding of children's learning experiences in curriculum areas such as science, music, and te reo Māori.
The board of trustees has committed significant resourcing to enhance the curriculum. This includes the provision of specialist teaching in music and te reo, and teacher aide support for students with special learning needs. The swimming pool and outdoor areas have been upgraded. Lower student and teacher ratios in classrooms have been made possible through additional trustee funding.
Teachers have established positive, respectful and affirming relationships with students. There are good examples of teachers using formative assessment strategies where students are encouraged to take ownership of their own learning. Classroom environments are attractive and well resourced and celebrate children's success and achievement. Teachers have developed a positive partnership with parents to support students with literacy learning.
As part of ongoing curriculum review and development, teachers take responsibility for leading discussions about new ideas and approaches to classroom practice. They appreciate the opportunity this gives them to reflect, develop and refine learning programmes, and to further develop a meaningful and responsive school curriculum.
How effectively does the school promote educational success for Māori, as Māori?
Trustees, the principal and teachers remain committed to promoting educational success for Māori. Māori students are achieving as well as other students. The school promotes Māori identify and culture in a number of ways. A local expert is employed to teach a structured and sequential te reo Māori programme for all students on a weekly basis. Her work is supported and followed by classroom teachers. There is some integration of Māori knowledge and perspectives in classroom programmes, particularly in social sciences where some Māori history of the local area has been taught. Tikanga Māori such as pōwhiri and waiata are a regular part of the daily life of the school. The te reo teacher has proactively sought feedback from whānau on their aims and aspirations for their children.
Sustainable PerformanceHow well placed is the school to sustain and improve its performance?
The school is well placed to sustain and improve its performance. Factors that contribute to ongoing improvement include:
ContextWhat are the important features of this school that have an impact on student learning?
Paterangi is a long-established full primary school located in rural heartland between Pirongia and Te Awamutu. The school caters for Years 1 to 8 students from the local community and nearby towns. At the time of this ERO review the roll was 89 students, of whom 13 identified as Māori.
The school’s mission statement ‘Academic Excellence with Country Values ‘underpins the school’s culture and is well understood by parents and trustees. There is a strong sense of community pride and support for the school. Since the previous ERO review in 2012, there have been significant school developments, which are reflected in its attractive presentation, and the provision of high quality resources to support and enhance teaching and learning.
The school places a strong emphasis on student success and improving student achievement. A high priority is the provision of targeted support programmes for students with particular learning needs. Teachers’ professional development has had a sustained focus on students at risk of poor educational outcomes, science, and the ongoing use of information and communication technologies (ICT).
The school has had a positive reporting history with the Education Review Office.
LearningHow well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement. Trustees are kept well informed about students’ successes and achievement levels. They are also well informed about students who are at risk in their learning and receive regular information about the progress and achievement of these students. Trustees also have an ongoing focus on improving the achievement and success of Māori learners. Well-analysed student achievement information supports the board to make informed resourcing decisions. Charter targets are clearly focused on those students who require close monitoring and support.
The principal and deputy principal are focused on raising levels of student achievement, particularly for students who are achieving well below their peers. They work with teachers to identify strategies and specific programmes and support for at risk students. The senior leadership team carefully track the progress of all students. Student achievement data is also used to identify teacher professional learning and development needs. The principal has set high expectations for teachers.
Teachers use a good range of standardised and diagnostic assessment tools, and reliable internal and external moderation is strengthening the validity of teacher judgements. Parents receive regular information about their children's progress and achievement in relation to National Standards. Teachers effectively analyse data to identify students requiring close monitoring and develop specific strategies and expected outcomes. A useful next step is to extend this practice for all students to ensure that learning needs are clearly identified and that they systematically respond to them.
The special needs coordinator clearly Identifies, tracks and monitors students with special learning needs. A range of intervention programmes are in place to cater for these students. An experienced teacher aide provides high quality support to those students requiring extra assistance.
School data shows the vast majority of students, including Māori, are achieving at and above National Standards in reading, writing and mathematics.
CurriculumHow effectively does this school’s curriculum promote and support student learning?
Paterangi School’s curriculum effectively promotes and supports learning. There is an appropriate focus on literacy and mathematics and on the provision of a broad curriculum covering areas such as science, social sciences and the arts. Students also experience a range of academic, sporting, cultural and leadership opportunities including education outside the classroom (EOTC) and information and communication technologies (ICT). There is a strong emphasis on children's social and emotional development through the intentional promotion of the key competencies of The New Zealand Curriculum (NZC). ERO observed high levels of student engagement in classrooms and a positive culture for learning.
A well-developed homework programme with an emphasis on reading mileage and numeracy skills promotes a positive relationship with parents as partners in their children's learning. Teachers also send home portfolios of children's work on a regular basis. This enables parents to have an understanding of children's learning experiences in curriculum areas such as science, music, and te reo Māori.
The board of trustees has committed significant resourcing to enhance the curriculum. This includes the provision of specialist teaching in music and te reo, and teacher aide support for students with special learning needs. The swimming pool and outdoor areas have been upgraded. Lower student and teacher ratios in classrooms have been made possible through additional trustee funding.
Teachers have established positive, respectful and affirming relationships with students. There are good examples of teachers using formative assessment strategies where students are encouraged to take ownership of their own learning. Classroom environments are attractive and well resourced and celebrate children's success and achievement. Teachers have developed a positive partnership with parents to support students with literacy learning.
As part of ongoing curriculum review and development, teachers take responsibility for leading discussions about new ideas and approaches to classroom practice. They appreciate the opportunity this gives them to reflect, develop and refine learning programmes, and to further develop a meaningful and responsive school curriculum.
How effectively does the school promote educational success for Māori, as Māori?
Trustees, the principal and teachers remain committed to promoting educational success for Māori. Māori students are achieving as well as other students. The school promotes Māori identify and culture in a number of ways. A local expert is employed to teach a structured and sequential te reo Māori programme for all students on a weekly basis. Her work is supported and followed by classroom teachers. There is some integration of Māori knowledge and perspectives in classroom programmes, particularly in social sciences where some Māori history of the local area has been taught. Tikanga Māori such as pōwhiri and waiata are a regular part of the daily life of the school. The te reo teacher has proactively sought feedback from whānau on their aims and aspirations for their children.
Sustainable PerformanceHow well placed is the school to sustain and improve its performance?
The school is well placed to sustain and improve its performance. Factors that contribute to ongoing improvement include:
- leadership that is highly focused on raising student achievement
- high expectations for teaching and learning
- staff who work effectively as a team to improve outcomes for students
- a positive tone in the school underpinned by mutual respect and collaboration
- trustees who are knowledgeable, bring a range of skill sets and expertise, are focused on student achievement, and have a very good understanding of their roles and responsibilities
- teachers who are committed to their ongoing professional growth and the school vision of academic excellence and country values
- strong community involvement and support for the school
- consistently high achievement particularly in reading and mathematics in relation to national comparisons
- school practices and processes that lead to ongoing reflection and improvement.
- ConclusionPaterangi School students are well supported to learn and achieve, and to develop a range of knowledge and skills. High priority is placed on providing a responsive school curriculum underpinned by country values, lifting levels of student achievement and supporting students at risk of poor educational outcomes.
Education Review Office Report November 2012
Key Points
The schools' mission statement "Academic Excellence with Country Values" underpins the schools' culture and is well understood by parents and trustees.
"Country Values" are given priority and are linked to beliefs about the importance of family, history, connections, inclusion and diversity.
There is a strong sense of community pride and support for the school, which is reflected in its tidy presentation, ongoing site improvements and the provision of high quality resources to support learning and teaching.
The schools broad-based curriculum effectively engages students in interesting, authentic learning experiences that challenge and motivate enthusiastic learners at all levels of the school.
High expectations for engagement and success underpin the school's focus on learning
Teachers are developing a professional learning community through regular dialogue, self-review and engagement in sustained professional development and learning opportunities.
High priority is placed on literacy and mathematics and the curriculum is further enriched by education outside the classroom learning experiences including field trips, the arts, sporting and cultural pursuits.
The school works hard to provide a range of meaningful ways for parents to be involved in the life of the school and as partners in their child's education.
There is a strong commitment to promoting a meaningful Maori dimension that promotes educational success for Maori.
Paterangi School is very well placed to sustain and improve its performance. Aspects that contribute to sustainability include
* the principal's effective leadership that sets high expectations for professional practice, student progress and performance
* a knowledgeable, skilled and supportive leadership team
* a united, hardworking team of teachers and support staff
* highly supportive trustees who make well informed decisions in the best interests of teaching and learning
* regular self review practices that are focused on school improvement.
Full report can be found at www.ero.govt.nz
Education Review Office Report September 2009
Key Points
Areas of good performance
Leadership and governance: Trustees are well led by an experienced chairperson and have a clear understanding of the governance and management roles within the school. The recently appointed principal has established good relationships with trustees, students, staff and community. He is well supported in promoting the direction of the school to raise student achievement in literacy.
Professional learning: The senior leadership team, together with teachers, has developed a strong collegial approach to implementing aspects of professional learning and development in literacy and information communication technologies (ICT). These programmes have provided teachers with access to external expertise and current educational research. The teacher responsible for literacy has ensured that all teachers are focused on the use of teaching strategies to effectively engage students in literacy learning and in other curriculum areas.
Inquiry learning: Teachers have successfully implemented strategies that engage students to further enhance thinking skills. They have developed a progressive framework for learning, which encourages students to self and peer-assess their work against stages of learning. Students use graphic organisers as part of the inquiry process to gather information and collate their ideas to assist their writing. They are highly motivated and benefit from the use of inquiry tools to organise, analyse and interpret their thinking.
Classroom environment: Students and teachers work together in environments that support learning. Print-rich classrooms display examples of high quality relevant student work that reflects their thinking. Students and teachers also have access to a wide range of resources including ICT. Classroom displays and resources enable students to locate information, reflect on previous thoughts and review current ideas.
Learning journals: Student learning journals provide an effective record of student learning and achievement. These journals provide a range of in-depth information on student achievement and progress in literacy and other curriculum areas. Teachers have developed useful methods of sharing knowledge about achievement data and how individual student achievement compares with national expectations. Parents have a good understanding of their child's progress and achievement levels in literacy and other curriculum areas. Learning journals give parents and students opportunities to make comment and be well informed about progress and learning.
Relationships: Affirming relationships are evident throughout the school. The principal and teachers foster positive relationships through regular community communication and high visibility within the school. Relationships between students and teachers are respectful. Students also demonstrate care and support for one another in both the classroom and the playground, and benefit from learning in a safe family-like atmosphere.
Achievement information: The principal and teachers have a good understanding of student achievement and progress. Assessment data is gathered, collated and analysed to inform teaching practice, plan teaching programmes, allocate appropriate resources, and report to the board and community. This use of assessment information ensures that the school is able to identify and respond to the learning needs of students.
The principal sets a strong direction for the school and has gained the trust of teachers, parents and trustees. He focuses on school priorities, keeping them to the fore in the governance and management of the school. In consultation with the school community, he has identified curriculum priorities for the school’s strategic plan and targets for achievement.
Long term goals have been set in literacy, numeracy and science with high expectations for student achievement. This structure allows the school to work progressively towards achieving the goals and report on any targets identified during the period of the strategic plan.Trustees are well led by the experienced chairperson and work effectively together in the best interest of students.
The recently appointed principal, senior leaders and teachers have developed a strong collegial approach to implementing school-wide initiatives in professional learning and development in literacy and information communication technologies.
Key Points
The schools' mission statement "Academic Excellence with Country Values" underpins the schools' culture and is well understood by parents and trustees.
"Country Values" are given priority and are linked to beliefs about the importance of family, history, connections, inclusion and diversity.
There is a strong sense of community pride and support for the school, which is reflected in its tidy presentation, ongoing site improvements and the provision of high quality resources to support learning and teaching.
The schools broad-based curriculum effectively engages students in interesting, authentic learning experiences that challenge and motivate enthusiastic learners at all levels of the school.
High expectations for engagement and success underpin the school's focus on learning
Teachers are developing a professional learning community through regular dialogue, self-review and engagement in sustained professional development and learning opportunities.
High priority is placed on literacy and mathematics and the curriculum is further enriched by education outside the classroom learning experiences including field trips, the arts, sporting and cultural pursuits.
The school works hard to provide a range of meaningful ways for parents to be involved in the life of the school and as partners in their child's education.
There is a strong commitment to promoting a meaningful Maori dimension that promotes educational success for Maori.
Paterangi School is very well placed to sustain and improve its performance. Aspects that contribute to sustainability include
* the principal's effective leadership that sets high expectations for professional practice, student progress and performance
* a knowledgeable, skilled and supportive leadership team
* a united, hardworking team of teachers and support staff
* highly supportive trustees who make well informed decisions in the best interests of teaching and learning
* regular self review practices that are focused on school improvement.
Full report can be found at www.ero.govt.nz
Education Review Office Report September 2009
Key Points
Areas of good performance
Leadership and governance: Trustees are well led by an experienced chairperson and have a clear understanding of the governance and management roles within the school. The recently appointed principal has established good relationships with trustees, students, staff and community. He is well supported in promoting the direction of the school to raise student achievement in literacy.
Professional learning: The senior leadership team, together with teachers, has developed a strong collegial approach to implementing aspects of professional learning and development in literacy and information communication technologies (ICT). These programmes have provided teachers with access to external expertise and current educational research. The teacher responsible for literacy has ensured that all teachers are focused on the use of teaching strategies to effectively engage students in literacy learning and in other curriculum areas.
Inquiry learning: Teachers have successfully implemented strategies that engage students to further enhance thinking skills. They have developed a progressive framework for learning, which encourages students to self and peer-assess their work against stages of learning. Students use graphic organisers as part of the inquiry process to gather information and collate their ideas to assist their writing. They are highly motivated and benefit from the use of inquiry tools to organise, analyse and interpret their thinking.
Classroom environment: Students and teachers work together in environments that support learning. Print-rich classrooms display examples of high quality relevant student work that reflects their thinking. Students and teachers also have access to a wide range of resources including ICT. Classroom displays and resources enable students to locate information, reflect on previous thoughts and review current ideas.
Learning journals: Student learning journals provide an effective record of student learning and achievement. These journals provide a range of in-depth information on student achievement and progress in literacy and other curriculum areas. Teachers have developed useful methods of sharing knowledge about achievement data and how individual student achievement compares with national expectations. Parents have a good understanding of their child's progress and achievement levels in literacy and other curriculum areas. Learning journals give parents and students opportunities to make comment and be well informed about progress and learning.
Relationships: Affirming relationships are evident throughout the school. The principal and teachers foster positive relationships through regular community communication and high visibility within the school. Relationships between students and teachers are respectful. Students also demonstrate care and support for one another in both the classroom and the playground, and benefit from learning in a safe family-like atmosphere.
Achievement information: The principal and teachers have a good understanding of student achievement and progress. Assessment data is gathered, collated and analysed to inform teaching practice, plan teaching programmes, allocate appropriate resources, and report to the board and community. This use of assessment information ensures that the school is able to identify and respond to the learning needs of students.
The principal sets a strong direction for the school and has gained the trust of teachers, parents and trustees. He focuses on school priorities, keeping them to the fore in the governance and management of the school. In consultation with the school community, he has identified curriculum priorities for the school’s strategic plan and targets for achievement.
Long term goals have been set in literacy, numeracy and science with high expectations for student achievement. This structure allows the school to work progressively towards achieving the goals and report on any targets identified during the period of the strategic plan.Trustees are well led by the experienced chairperson and work effectively together in the best interest of students.
The recently appointed principal, senior leaders and teachers have developed a strong collegial approach to implementing school-wide initiatives in professional learning and development in literacy and information communication technologies.
