Papanui Junction School

School 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 

Papanui Junction School is a small rural school catering for children in Years 1 to 8. At the time of the review there were 9 students on the roll. The school‘s vision ”Tangata ako i te kāenga, te tūranga ki te marae, tau ana - A person nurtured in the community contributes strongly to society” reflects the wider communities' commitment to supporting the school.

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 good 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 sufficient 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 SafetyThe 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

 ReadingAlmost all learners meet or exceed the expected curriculum level.WritingAlmost all learners meet or exceed the expected curriculum level.MathematicsAlmost all learners meet or exceed the expected curriculum level.

Attendance

The school is approaching 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.

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 meeting Government reading; writing and mathematics targets set for 2030.

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

The schools' strategic vision, developed in consultation with school whanau and the wider community, provides clear direction to plan for and monitor strategic improvement priorities.

Teachers have high expectations for student success and know their students well.  Students requiring additional support with learning are identified and receive targeted support.

Students’ sense of wellbeing and belonging is evident. Students express a strong understanding and connection to the school’s values. They are provided with many different curriculum opportunities within their local and wider community environment.

Te reo Māori and tikanga Māori are increasingly woven through all aspects of the school’s curriculum; this reflects the strategic commitment to Te Tiriti o Waitangi.

The principal is working closely, alongside her colleagues within the Kāhui Ako, in developing a working relationship with local iwi.

Structured literacy is embedded across the school.

A school-wide understanding and planned approach of evaluation for improvement is developing.

Key priorities and actions for improvement

The agreed next steps for the school are to:

• review and strengthen assessment practices and processes to align with national priorities, including making better use of the student management system for reporting, student goal setting and showing students' progress over time
• implement individual learning plans, particularly for older students, that provides a good level of challenge and enables them to collaborate in learning with peers
• develop explicit outcomes and indicators of success to guide the review of strategic and annual goals.

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

Every six months:

• review student learning goals and individual learning plans to inform the next steps for students
• analyse learners’ attendance, progress and achievement information to inform curriculum decision making.

Annually:

• analyse and report attendance, achievement and progress outcomes to the board and community; in partnerships with whānau, students and teachers, use this information to inform the next strategic steps.

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

• students know and can articulate their levels of achievement
• strengthened evaluative capability that effectively informs schoolwide improvement
• sustained high achievement levels for all learners in literacy and mathematics.

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

Actions for Compliance 

ERO has identified the following areas of non-compliance during the board assurance process:

• ensure all teaching staff have completed the mandatory physical restraint training modules
  [Education (Physical Restraint) Rules 2023]

The board has since addressed the area of non-compliance identified.

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
Director of Schools (Acting)

8 May 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home