Papatoetoe North 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 

Papatoetoe North School is in south Auckland and provides education for students from Years 1 to 6. The school’s vision is to have happy, healthy students enjoying success as themselves. 

The school has three bilingual units: Te Whānau Tupuranga provides Māori bilingual learning; Fanau mo le Lumana’i provides Samoan bilingual learning; Gyan Uday provides Hindi bilingual learning.

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 

• A large majority of students achieve at and above expected curriculum levels in writing and mathematics; a small majority achieve this in reading.
• Students have a strong sense of belonging to their school; they speak positively about a supportive learning environment that acknowledges their culture, language and identity.
• Less than half of learners attend school regularly; the school continues to work towards the Government’s target for regular attendance.

Conditions to support learner success

• A highly collaborative senior leadership team ensures clear communication across staff and students to support effective management of day-to-day operations.
• Leaders increasingly support and promote opportunities for teachers that build their leadership expertise and capability within the school.
• Leadership continues to strengthen systems and processes for tracking and monitoring the progress of students at risk of not achieving, so that staff effectively respond to learner needs.

• Respectful and collaborative relationships between staff and students support a learning environment that increasingly promotes student engagement in learning.
• Learners with additional needs are identified promptly and provided with effective support that progresses their learning.
• Teachers are strengthening their analysis and use of student achievement information to inform ongoing assessment, planning and practice.

• Leaders and teachers increasingly review and refine the integration of te reo Māori and tikanga Māori across the school, giving greater effect to Te Tiriti o Waitangi.
• Staff effectively use a range of culturally appropriate approaches that support student and whānau engagement, strengthening learner outcomes.
• Leaders have established professional networks and community partnerships that provide rich learning experiences for all students and that value students’ culture, language and identity.

Part B: Where to next?

The agreed next steps for the school are to: 

• monitor and review initiatives to improve the regular attendance of all students
• increase progress and achievement for all learners in reading, writing and mathematics, with a particular focus on those students at risk of not achieving
• strengthen effective teaching, learning and assessment practices to ensure consistency of high quality teaching approaches.

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

Every six months:

• review current attendance initiatives to inform ongoing planning and actions
• continue to provide professional learning opportunities that strengthen teachers’ understanding and consistent use of highly effective teaching, learning and assessment practices
• review the progress and achievement of learners identified at risk of not achieving in reading, writing and mathematics and implement actions for their continued progress

Annually:

• review and report to the board on student attendance, progress and achievement information to support ongoing decision making for improvement
• evaluate the school wide consistency of teaching, learning and assessment practices, including the impact on students’ engagement, progress and achievement, and use this to inform next steps.

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

• improved regular student attendance
• increased progress and achievement in reading, writing and mathematics, with a focus on students at risk of not achieving
• consistent high quality teaching practices embedded school wide.

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

Sharon Kelly 
Acting Director of Schools

18 February 2025

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