Review 6 May 2025
LatestSchool 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.
About the School
Paparimu School is located near the Hunua Ranges, close to Hunua village. The small, rural school provides education for learners in Years 1 to 8 and has been educating local students for 125 years. The school’s roll is 30, with seven students identifying as Māori. The school’s PRIDE values (Passion, Respect, Integrity, Diversity, Excellence) underpin expectations for learning and behaviour.
Part A – Parent Summary
How well placed is the school to promote educational success and wellbeing?
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
Attendance
The school is exceeding the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
- Wellbeing data shows most students have a strong sense of belonging, positive relationships with their teachers and learn in a caring environment; there are high levels of attendance and engagement in learning.
- Leadership and the board gather feedback from students, staff, parents and the community to inform school decision making and strategic direction.
- The school is fully implementing a structured approach to the teaching of literacy and mathematics, meets the one hour a day requirement and there is a focus on students gaining strong foundational skills for learning.
- A broad and rich curriculum supports students’ engagement in meaningful learning opportunities and caters well for the multi-levels within each classroom.
- Extensive professional learning opportunities and regular involvement in school networks support leaders and teachers to strengthen collective capability for improvement.
- A strong culture of collaboration enables leaders and teachers to regularly reflect on strategies and share practice.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- improve rates of acceleration for students who are at risk of not achieving in reading, writing and mathematics
- strengthen effective teaching strategies to raise overall achievement in writing, especially for boys
- analyse school progress data to strengthen internal evaluation and inform targeted action for continuous improvement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
- monitor and report on the rates of progress and targeted action for groups of students at risk of not achieving
Annually:
- formally evaluate and report on the quality and effectiveness of school actions to improve outcomes for target learners and inform planning for continuous improvement.
Actions taken against these next steps are expected to result in:
- improved levels of school-wide achievement in writing, especially for boys
- increased rates of accelerated learning progress to improve equitable outcomes
- a strategic approach to internal evaluation that improves outcomes for all learners.
Part C: Regulatory and Legislative Requirements
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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
Sharon Kelly
Director of Schools (Acting)
6 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home