Papatoetoe South School

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 590 — 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. November 2018

   604

   Counted while ERO’s review team was at the school. Education Review Office, report of 28 February 2019

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 11 December 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

Papatoetoe South School is in South Auckland and provides education for students in Years 1 to 6. The school has a Māori bilingual unit and an Ongoing Resourcing Scheme funded special needs unit. The school’s vision is based on a Māori whakataukī that puts the child at the centre of all they do ( Ko te Tamaiti te Pūtake o te Kaupapa ) .

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

Outcomes show increasing equity for groups of learners.

Most learners achieve at expected curriculum levels in reading, and the large majority of learners in writing and mathematics.

Māori learners progress and achieve well; outcomes are increasingly equitable in reading, writing and mathematics.

Students have a strong sense of belonging and experience an inclusive and supportive learning environment that celebrates their cultures, languages and identities.

Less than half of students attend school regularly; the school is not yet meeting the Ministry of Education’s target for regular attendance.

Conditions to Support Learner Success

Strategic leadership increasingly fosters a culture committed to improving quality teaching and outcomes for all learners.

A well-established and collaborative leadership team sets and pursues improvement goals that benefit all learners.

Leaders strongly advocate for the health and wellbeing of learners that ensures a positive and inclusive learning environment.

Leadership uses effective coaching strategies and provides relevant feedback for teachers that strengthens teaching and learning across the school.

Teachers use responsive strategies that provide learners with purposeful and creative learning opportunities.

Learners experience a meaningful local curriculum that reflects their language, culture and identity and increasingly supports their engagement.

Teachers provide learners who require additional support, with specific teaching programmes that meet their individual needs, enabling them to make progress against their learning goals.

Teachers use teaching and learning strategies in their class programmes that continue to strengthen relational trust with learners and improve outcomes.

Key school conditions are well embedded and aligned to support learner success.

Students’ learning experiences are enriched through the wide range of cultures and abilities at the school; inclusive values and practices are evident schoolwide.

Teachers in English-medium classrooms increasingly integrate te reo Māori in daily routines and programmes to broaden learning opportunities for all students.

Leaders and teachers actively participate in a range of external professional networks that strengthen the professional growth of staff and support quality teaching and learning.

Parents and whānau are valued partners in their child’s learning; staff continue to strengthen learning-focused relationships with whānau throughout the school.

Part B: Where to next?

The agreed next steps for the school are to:

prioritise strategies that increase the rate of regular student attendance

continue to embed effective teaching, learning and assessment practices through staff collaborative inquiry and coaching, to improve the achievement of those students at risk of underachieving

strengthen learning partnerships with parents and whānau to increase student attendance, progress and achievement.

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

Within six months:

undertake a community engagement process to develop and implement a collaborative plan to improve attendance

Every six months:

continue to provide professional development opportunities for teaching staff in curriculum initiatives for literacy and mathematics to strengthen teaching, learning and assessment practices

monitor and review learning partnerships between school and home to let whānau know how they can help with their child’s learning to improve attendance, progress and achievement

Annually:

evaluate and report to the board on the impact strategies and practices have on raising student attendance and achievement to inform next steps

review schoolwide planning, assessment and evaluation practices to ensure these support ongoing improvement.

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

increased regular student attendance

strengthened learning partnerships with parents and whānau that improve student attendance, engagement and progress

effective use of student learning information by all teaching staff to continue to improve student progress and achievement.

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

11 December 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 →