Paeroa Christian School

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 

Paeroa Christian School, a small integrated state school, provides education for students in Years 1 to 8. The school’s special Christian character is supported by its vision of ‘Growing Generations God’s Way’. This vision is underpinned by the school’s values of hauora, wairua, manaakitanga, hiringa and mātauranga.

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 at expected curriculum levels in reading and mathematics and the majority in writing.
• Leaders and teachers have identified that overall achievement in writing is an area for improvement. 
• In relation to the Ministry of Education’s target, the majority of learners attend school regularly.

Conditions to support learner success

• Learners experience an inclusive culture, enabled through caring and respectful relationships between leaders, staff and learners. 
• Teachers work collaboratively in partnership with parents to develop plans for accelerating the progress of all learners who need this; the plans support respectful and responsive teaching and learning programmes. 
• Leaders and teachers increasingly identify, draw on and work with community resources, including external agencies, to support and improve student wellbeing and learning.

• Learners have sufficient opportunities to learn across the breadth and depth of The New Zealand Curriculum. 
• Local contexts, including te ao Māori, are increasingly reflected through the curriculum in a way that learners can relate to and improves engagement in the learning.
• Teachers plan well to build students’ foundational skills in literacy and numeracy as part of everyday practice in classroom lessons. 

• Leaders and teachers respond to learners’ wellbeing data so that programmes and practices increasingly respond to learner needs.
• Leaders and teachers are strengthening assessment practice for analysing student achievement data to support whole-school insights that inform responses for learning progress over time.
• In consultation with the community, leadership sets and pursues a small number of meaningful improvement goals and targets, including raising the progress and achievement of all learners. 

Part B: Where to next? 

The agreed next steps for the school are to: 

• develop a shared approach to collecting, using and reporting on student progress and achievement data
• refine approaches to the consistent teaching of writing across the school
• build teachers’ confidence in te reo, tikanga and mātauranga Māori so that all learners have a greater understanding of Aotearoa New Zealand. 

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

Within six months:

• provide professional learning and development for teachers in consistent and reliable data gathering, analysis and reporting 
• review the shared approach to the teaching and assessing of writing across the school 
• decide on and implement a framework for measuring progress in te reo and mātauranga Māori.

Every six months:

• monitor learners’ attendance, progress and achievement data in writing to identify next steps in teaching and learning approaches that have the most impact on improving student outcomes
• review the progress of integrating te reo and mātauranga Māori within the school’s curriculum, using the agreed measurement framework. 

Annually:

• review the attendance, progress and achievement of learners and groups of learners in reading, writing and mathematics
• evaluate shifts in teaching practice and improvements in student writing outcomes to identify where to next
• monitor the progress of the integration of te reo and mātauranga Māori in the curriculum and the impact on learners and teachers. 

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

• a robust system and process for monitoring and reporting the progress and achievement of learners and groups of learners is in place 
• improved learner outcomes in writing through collaborative and consistent shifts in teacher practice
• teachers and students progress and express increased confidence in the use of te reo and mātauranga Māori, using the agreed measurement framework. 

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

28 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