Paparangi School

The same report — the board assurance report of 21 October 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO and the board have identified the following areas of non-compliance during the board assurance process:

all teachers have completed the physical restraint Guidelines online module [Education and Training Act 2020; Section 101]

The board has since addressed the area of non-compliance identified.

Read this board assurance report on ero.govt.nz →

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 232 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. October 2019

   277

   Counted while ERO’s review team was at the school. Education Review Office, report of 17 March 2020

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 21 October 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context

Paparangi School is located in Wellington and provides education for students in Years 1 to 6. The school is a Green Gold Enviro school. The school aims to develop ’adventurous learners who are community minded, creative, show resilience, respect for others and have a sense of wonder about the world around them’.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Most learners achieve very well and make good progress across the curriculum.

Most learners achieve at or above curriculum level expectations in reading, writing and mathematics; a small disparity in the percentage of boys achieving at or above curriculum level expectations in writing remains.

Personal success against individual learning goals for learners with additional needs is well supported.

Almost all learners attend school regularly, attendance is higher than the Ministry of Education 2024 target.

Conditions to support learner success

Leadership is increasingly strategic, effectively using evidence to set achievement targets and drive improvement.

Leaders clearly communicate expectations for high quality teaching that enable different learning needs of learners to be attended to.

Leaders set appropriate improvement goals and targets, including the acceleration of progress for learners at risk of underachievement.

Professional development for teachers is well aligned with strategic goals and achievement targets, enabling focus on evidence-informed teaching, monitoring and responding to learner outcomes.

The curriculum is beginning to reflect local contexts, with teachers using evidence to effectively differentiate teaching in some areas.

Learners have a wide range of opportunities to learn across the full breadth and depth of the New Zealand Curriculum, with a particular focus on reading, writing and mathematics.

The school gathers parent and whānau aspirations for their children to reflect the identity and culture of the learners in the curriculum.

Leaders and teachers are building capability to analyse and use data to know what is working for who and what is needed to improve learner outcomes.

Strong school systems promote collective responsibility by leaders and teachers for improved learner success.

Leaders collaborate with relevant internal and external experts; this is building school-wide ability for review and improvement.

Leaders provide a physical and emotional environment where learners feel valued; school values effectively underpin learner expectations, wellbeing, and responsibility, promoting an inclusive culture and high engagement in learning.

Partnerships for learning are strengthening with parents and whānau ; leaders foster and sustain professional networks.

Part B: Where to next?

The agreed next steps for the school are to:

develop a writing framework for consistent practice to lift outcomes and engagement for all learners, particularly those most at risk of underachievement

use a range of relevant assessments to plan and adapt teaching practice to improve approaches to the teaching of writing for different learners

improve teacher’s explicit feedback to support learners to know what good writing is, to become better writers

strengthen home and school partnerships so parents and whānau can actively support the child’s learning as a writer.

The agreed actions for the next improvement cycle and timeframes are as follows.

Every six months:

school leaders and teachers closely analyse achievement and progress information to implement and monitor tailored writing programmes, to accelerate the progress of learners who are most at risk of underachievement

leaders observe classroom practice and provide feedback to teachers to ensure all learners have a writing programme that meets their needs

teachers gather and respond to learner voice about confidence as writers

leaders and teachers communicate learner achievement and progress with whānau and share strategies to support their child’s writing.

Annually:

use analysis of progress data, and other evidence, to measure the impact of professional learning on learner outcomes and report to the board

leaders and teachers review the school’s writing framework and resources and adjust as necessary to ensure outcomes are improving for all learners, particularly those most at risk of underachievement

leaders gather community voice, review and report on attendance and engagement of whānau in learning-focused opportunities.

Actions taken against these next steps are expected to result in:

consistent, high-quality, evidence informed teaching for improved learner outcomes and engagement in writing, particularly those at risk of underachievement

parents, whānau , teachers and leaders have a shared understanding of a learner’s writing strengths and needs and collaborate to actively support the child’s progress and achievement

improved and sustained levels of achievement and attendance.

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

Me mahi tahi tonu tātau , kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children

Shelley Booysen Director of Schools

21 October 2024

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

Read this report on ero.govt.nz →