Te Papapa 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  

​​Te Papapa School​ is in Onehunga, Auckland. The school provides education for learners in Years 1 to 6 and provides language enrichment classes in Māori, Tongan and Samoan for learners up to Year 8. The school’s vision is based on the Māori phrase of Kia Māia (We can). 

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

• The majority of students progress and achieve at expected curriculum levels in reading, writing and mathematics. 
• Since 2022, achievement information shows significant improvement for Māori learners in reading and mathematics; continuing to raise achievement for students at risk of underachieving remains a priority for the school. 
• Students have a strong sense of belonging and experience a supportive learning environment that acknowledges their cultures, languages and identities. 
• Less than half of students attend school regularly; the school is working towards achieving the Ministry of Education’s target for regular attendance. 

Conditions to support learner success

• A well-established and collaborative leadership team fosters a strong culture of evidence-based teaching and learning among staff that supports continual improvement. 
• Leaders have high expectations for staff and students and communicate in clear and supportive ways that ensure a positive school experience for all.  
• Leaders use a good range of coaching and mentoring strategies that enable staff to provide meaningful learning experiences for students.

• Teachers identify and monitor students with additional learning needs in an organised and comprehensive way that ensures learning is purposeful and targeted, particularly for students at risk of not achieving.  
• Teachers plan and implement relevant curriculum programmes that enable learners to see themselves, their identities and cultures, promoting engagement in learning. 
• Staff confidently integrate te reo Māori and mātauranga Māori through all aspects of the local curriculum, providing learners with a broad range of learning opportunities.

• Learners experience inclusive learning environments that increasingly reflect the values and aspirations of the wider school community and ensure a positive school experience. 
• Leaders form strong partnerships with external agencies that build on and enhance the professional growth of teachers and enable high-quality teaching and learning. 
• Middle leaders work systematically and collaboratively with teachers to evaluate learning programmes and initiatives to inform planning and decision making. 

Part B: Where to next?  

The agreed next steps for the school are to:  

• continue to review initiatives to improve the regular attendance of all students  
• strengthen learning partnerships with whānau to improve learner progress and achievement, particularly for students at risk of underachieving 
• continue to integrate te reo Māori and mātauranga Māori to ensure that the community is reflected in the local curriculum.

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

Within six months: 

• review current attendance initiatives and update the school’s Attendance and Engagement Plan.

Every six months: 

• monitor and review initiatives designed to improve students’ attendance 
• collect, analyse and review information about how well learning partnerships, including with whānau, support student engagement and improve outcomes for learners.

Annually: 

• review and report to the board and community on student attendance, progress and achievement to inform future decision making and actions 
• evaluate the impact of learning partnerships with parents on student outcomes to identify next steps 
• evaluate the progress of integrating te reo Māori and mātauranga Māori in teaching and learning. 

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

• improved regular attendance for all learners 
• increasingly equitable and excellent achievement outcomes 
• learners and teachers confident in their understanding and use of te reo Māori and mātauranga Māori.  

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 

​​19 November 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