Parkvale School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Parkvale School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Parkvale School is in a semi-rural area on the outskirts of Hastings and provides education for students in years 1 to 6. The vision, Together, growing with P.R.I.D.E. (personal best, respect and responsibility, integrity, determination, enjoyment) and the whakatauke “Poipoia te kakano, Kia puawai nurture the seed and it will blossom, underpin all aspects of school life.

Parkvale School’s strategic priorities for improving outcomes for learners are:

• student agency and authentic learning

• culturally responsive pedagogy

• engagement of whānau

• to develop and implement systems of self-review so student outcomes are improved.

You can find a copy of the school’s strategic and annual plan on Parkvale School’s website.

ERO and the school are working together to evaluate the extent the coaching and mentoring programme has supported a positive shift in teacher practice and improved outcomes for identified target learners.

The rationale for selecting this evaluation is:

• the evaluation of the coaching and mentoring programme will inform leaders of the impact of key initiatives to achieve equity and excellence for all learners.

The school expects to see:

• leaders and teachers seeking evidence about the effectiveness of professional learning in terms of change in teacher practice, leading to improved learner outcomes

• teachers consistently using effective teaching strategies and practices in adaptive ways to promote equitable and excellent learner outcomes.

Strengths

The school can draw from the following strengths to support its goal to evaluate the extent the coaching and mentoring programme has supported a positive shift in teacher practice and improved outcomes for identified target learner:

• leaders demonstrate a clear understanding and facilitation of their roles and responsibilities. They use analysed information well to understand the impact of teaching and learning on progress and achievement

• decision making is aligned to resourcing to achieve school priorities

• the school has robust systems and processes in place to inform assessment practices, track and monitor and report progress and achievement outcomes.

Where to next?

Moving forward, the school will prioritise:

• strengthening the coaching and mentoring model by implementing regular structured feedback through an impact coaching approach

• restructure coaching and mentoring groups to build collective capability and capacity to respond to the specific needs of teachers and learners

• continue to prioritise targeted resourcing for release time to ensure successful outcomes for teachers and learners.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

20 December 2022

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