Parkview Pārua

The same report — the board assurance report of 1 August 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 has identified the following areas of non-compliance during the board assurance process:

Safety checking of Children’s workers, and periodic rechecking of existing children’s workers which includes police vetting [Children’s Act 2014, and regulations 5 to 8 of the Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]

The board has since taken steps to address the areas 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 380 — 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. September 2016

   414

   Counted while ERO’s review team was at the school. Education Review Office, report of 2 November 2016

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 1 August 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

Parkview Pārua School is located in southeast Christchurch and provides education for learners in Years 1 to 8. The school’s values are Manaakitanga - We belong, Whānaungatanga - Relationships, Mahi Tahi - We collaborate and work together and Ako - We learn together.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

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

Part A: Previous Improvement Goals

Since the last ERO review in 2022, the school and ERO worked together to evaluate how well students in Year 4 are supported to develop self-managing skills and effective, lasting relationships with their peers.

Expected Improvements and Findings

The school expected to see:

Learners developing sustained social and emotional skills and being able to identify and name feelings.

Schoolwide targeted programmes and approaches have successfully supported learners to develop stronger social and emotional skills that contribute to a more settled school culture.

Learners demonstrating increased skills and strategies for self-regulation.

Learners are better able to engage in their learning and show self-managing skills; classrooms are calmer with fewer disruptions to class programmes.

Improved attendance and greater engagement shown in learning.

Information gathered from learners shows that there is increasing positivity in their attitude towards school; leaders continue to focus on improving the rates of attendance across the school.

Other Findings

The greatest shift that occurred in response to the school’s actions has been the increasingly positive school culture. This has resulted in improvements in behaviour, attendance, and progress and achievement of students. Wellbeing information shows an improvement in attitude towards learning. Learners report they enjoy and look forward to attending and learning at school.

Part B: Current State

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

Learner Success and Wellbeing

A large majority of learners achieve at curriculum expectations in reading, writing and mathematics; the school is working towards equitable outcomes.

Pacific learners have made significant progress in literacy and mathematics, Māori learners’ progress is also evident in these areas; Māori students achieve as well as their peers.

The majority of learners attend regularly, however there has been minimal improvement over the past two years; the school continues to prioritise using a range of strategies to engage those at risk of not attending.

Learners are well supported to confidently express their identity and culture that results in a strong sense of belonging.

Engagement in learning has improved as result of implemented systems for managing behaviour and celebrating success; the number of stand downs over the last two years has significantly decreased.

Conditions to support learner success

Collaborative leadership ensures the school’s vision, values and goals are well known and enacted providing consistency within the way the school operates

Leaders actively support schoolwide strategies that promote a positive school culture and provide a calm and settled learning environment for all learners.

Shared leadership and cohesive systems enable the collection, analysis and use of learner achievement and behaviour information so that specific learner needs are appropriately addressed.

Leaders value and nurture a culture of professional growth for staff that ensures shared understanding of best teaching practice to further support successful outcomes for all learners.

Learners have a well-considered curriculum that provides them with a wide range of opportunities for meaningful learning.

Relational and positive teaching practices create classrooms that provide clearly established values-based routines and expectations for learning.

Learners benefit from consistent and targeted teaching practices, particularly in structured literacy, that improves their progress, achievement, and sense of wellbeing.

Learners’ individual needs are effectively met through well-considered, personalised learning programmes that support engagement and positive outcomes.

Strengthened school values provide a positive school culture that supports learners’ engagement and opportunity for learning, and improvement across all areas of school operation.

Respectful relationships between learners, teachers and leaders contribute to warm and caring classroom environments that promote learner engagement and enjoyment for learning.

Teachers and leaders have close connections with a wide range of agencies, including community-based organisations, that support and improve positive outcomes for learners and their families.

The school board makes effective decisions that provide targeted resourcing to support improved teaching and learning.

Part C: Where to next?

The agreed next steps for the school are to:

strengthen and embed the processes and practices for improving learner outcomes in attendance and engagement, progress and achievement, and wellbeing for groups at risk of not having expected levels of success, particularly Māori learners

further extend the ways learners can grow their leadership skills within the curriculum

continue to build leadership capability amongst leaders and teachers to enable consistency in teaching and learning

use the school’s increased capacity to build the relationship and connections with iwi and Māori whānau to reflect what they want for their children and embed te reo Māori and Māori tikanga in school practices and operation.

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

Within three months:

identify and implement initiatives and opportunities that develop leadership for learners

implement specifically targeted wellbeing programmes for identified learner groups

continue the development of strategies to improve attendance.

Within six months:

review, evaluate and report to the board on the effectiveness of current strategies to improve whānau engagement in learning.

Every six months:

monitor and review the effectiveness of structured literacy practices to improve outcomes for Māori learners, report to the board on progress for all learners.

Annually:

consult with Māori whānau to inform decision making that ensures their aspirations for their children are reflected within school priorities

track and report progress, achievement, attendance and wellbeing information to the board and community to show ongoing improvements.

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

increased rates of learner attendance

learners knowing about their learning and able to describe their next steps for progress in literacy; and improved outcomes and accelerated progress for Māori learners in reading and writing and mathematics

increased whānau and iwi partnership and participation within the school.

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

1 August 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 →