116 Puhinui Road , Papatoetoe, Auckland
View on mapTēnā 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.
Puhinui School in Papatoetoe, Auckland provides education for learners in Years 1 to 6. The school reflects the ethnically diverse local community. The school values of opportunity, community, respect, resilience, and integrity underpin school life. Currently the school is in a period of rapid roll growth welcoming families new to Aotearoa New Zealand.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Since the previous ERO report of December 2022, school leaders have been evaluating how effectively classroom reading programmes improve student learning, progress, and equity for all learners.
The school expected to see:
Reading levels of all learners, particularly for learners in Years 0 to 3, and their learning progress to improve.
Teachers engaging in professional development.
Teachers’ collaborative sharing of effective literacy practices.
During the course of the evaluation, it was found that teachers developed a collective clarity about what is an effective reading programme and its successful delivery.
The greatest shift that occurred in response to the school’s action was the progress and achievement for learners in Years one and two.
The following findings are to inform the school’s future priorities for improvement.
| The school is increasingly achieving equitable and excellent outcomes for most learners. |
| School leadership works collaboratively and strategically to improve outcomes for all learners. |
| Curriculum and teaching practices are worthwhile and responsive to student interests and learning needs. |
| Well-aligned systems, structures and practices bring about success and improvement over time. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Annually:
Leaders evaluate and report to the board on the impact in relation to:
Actions taken against these next steps are expected to result in:
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
26 July 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of April 2024, the Puhinui School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Puhinui School, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
26 July 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 18 months of the Education Review Office and Puhinui 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
Puhinui School, in Papatoetoe, Auckland provides education for tamariki from years 1 to 6. The school reflects the diverse ethnically rich Puhinui community. Puhinui School offers a wide range of learning experiences.
Puhinui School’s strategic priorities for improving outcomes for learners are:
deliver a worthy curriculum that provides students with authentic, relatable, and motivational learning experiences
deliver reading programmes based on well-established literacy foundations that effectively promote learners reading ability
provide an environment that enhances learning and our Puhinui School identity.
You can find a copy of the school’s strategic and annual plan on Puhinui School’s website.
ERO and the school are working together to evaluate how effectively classroom reading programmes are improving student learning, progress, and equity for all Puhinui School tamariki.
The rationale for selecting this evaluation is:
Puhinui School whānau and families value education and understand the important role literacy plays in learning achievement and in later success for tamariki
to continue the successful delivery of literacy programmes by enhancing the collective confidence and teacher capability in the teaching of reading
to evaluate how effective the focus on early literacy development has on learners reading progress.
The school expects to see teachers engaging in professional development and the collaborative sharing of effective literacy practices that lift the learning progress and reading levels of all learners, particularly for learners in years 0 to 3.
The school can draw from the following strengths to support the school in its goal to evaluate how effectively classroom reading programmes are improving student learning progress and equity for all Puhinui School tamariki:
leadership that ensures teaching expectations are clear, shared, well-implemented and continuously improved to support all learners
an inclusive kaupapa with a curriculum that values the uniqueness of each learner and learning that reflects the school mission, to educate and nurture the whole child
professional relationships among staff, learners and whānau focus on the learning and wellbeing of each student
a supportive community that recognises the importance of literacy in the learning needs of the students.
Moving forward, the school will prioritise:
continuing to strengthen the instructional coaching model to support professional growth of teachers in reading, particularly in Years 0-3
teachers consistently demonstrating effective teaching strategies and practices that respond to the learning needs of all students
support for early literacy skills acquisition of tamariki in Years 0-3
print rich environments where literacy is a highly valued taonga and where the progress and success tamariki make in literacy and in learning is celebrated.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
2 December 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of September 2022, the Puhinui School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Puhinui School Board of Trustees.
The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
2 December 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Puhinui School is a high performing primary school in South Auckland. The school has a culturally rich and talented school community. Students benefit from highly effective teaching and a caring school culture. Thoughtful school leaders are improvement focused and work collaboratively with staff and the community.
ERO is likely to carry out the next review in four-to-five years.
Puhinui School is a large, urban Years 1 to 6 primary school in Papatoetoe, Auckland. The school is culturally diverse and many students are able to speak more than one language. Many families have long term relationships and connections with the school.
Trustees and the staff reflect the diversity of the school roll and the vibrant school community. The experienced and well respected principal serves the community alongside capable leaders and a committed staff. The school has recently welcomed a number of new staff including beginning teachers.
School values are well embedded and well known by students and staff. They provide a strong foundation to support student wellbeing and learning. Students use these values to guide their decision making and to manage their learning.
Students are very proud of their school, recognising the broad opportunities and the high quality education it provides for them. Students experience positive, affirming relationships with their teachers and each other. They benefit from a settled school learning environment.
The school has a positive ERO reporting history and is highly responsive to external review. Since the 2012 ERO report, the school has continued to make very good use of local cluster networks and external professional learning and development opportunities. The school has a culture of continuous improvement and is very student focused.
The school uses achievement information very effectively to make positive changes to learners’ engagement and achievement. Accelerating student progress is the priority at this school.
Student achievement in relation to National Standards continues to increase. Over time, most students who remain at the school reach or exceed the Standards. Students new to the school receive very good support through well-developed transition practices and if required, learning intervention programmes.
School-wide achievement information is well analysed and used to monitor student progress. Achievement information is made reliable through in-depth assessment and moderation practices. Teaching is highly responsive to achievement information and evidence based.
Increasingly, students are using assessment information to set meaningful goals and to evaluate their own success and achievement. Families receive regular and useful information about their child’s progress and achievement. The school is very well placed to continue to grow learning partnerships with students and families.
Māori students achieve well at this school. In relation to National Standards, they are some of the highest performing students in the school and their success is celebrated. They are well supported to reach their potential through approaches that value and recognise their identity and heritage. More specific achievement targets to extend Māori students’ success would now be appropriate.
Students of Pacific heritage continue to experience success in their learning. Some students also achieve very well in relation to the National Standards. The school has developed a meaningful approach to promote Pacific students’ learning through partnerships with families and key staff.
Samoan and Cook Island families ERO spoke with appreciated the school’s approach and the way it is helping build their children’s’ engagement in learning. A key outcome for these students is how much they are now exploring their own cultural heritage and identity at home. They are more self-motivated and engaged in their learning at school.
Students with additional learning requirements, including gifted and talented students, are very well supported. The school has a wide variety of flexible, student centred approaches to accelerate their learning. Highly capable and well trained staff are well connected to students’ classroom programmes. They work successfully alongside targeted students and their teachers.
Leaders and trustees use achievement information very effectively to set strategic student achievement targets and goals. Regular review ensures there is urgency and momentum for further improvement. The school is developing a culture of evaluation and inquiry. It is well positioned to increase teachers’ evaluation capability and use of a wider range of achievement information.
The curriculum very effectively promotes and supports student learning. It is well aligned to The New Zealand Curriculum and with the school’s vison and values. The broad curriculum incorporates science, physical education, technology and the arts.
The school is very effective at promoting student wellbeing. A wide range of support staff work with teachers to help students develop their resilience and belief in themselves as confident and capable learners. Students demonstrate optimism and enthusiasm for learning.
The curriculum is culturally responsive. It includes relevant cultural learning contexts to interest students. Leaders and teachers are working towards increasing opportunities for students to make more individual choices about what they learn to further increase their engagement and thinking. This development aligns well with the school vision to establish more flexible learning spaces that support students’ self-management and decision making skills.
The curriculum has a strong and appropriate focus on supporting learners to develop their literacy and their English oral language skills. Leaders support teachers to promote students’ home languages and help them make meaning and connections in their learning. Continuing to share such approaches school-wide could enhance student outcomes and language learning.
Effective mathematics teaching is evident. Years 3 to 6 students learn mathematics in grouped across classes and often with different teachers. Leaders agree it is timely to evaluate the impact of this approach on students’ self-belief and rate of progress.
Consistent, effective teaching is evident through the school. Teachers are skilled and collaborate well to share successful teaching strategies. They have high expectations of themselves and students. Teachers also advocate strongly for their students and support their wellbeing. Their classroom environments are stimulating, inclusive and proudly show students’ learning.
Well-designed professional learning maximises the skills and talents of teachers and support staff. The school has effective performance management processes and helpful induction and support structures. Leaders are strengthening the appraisal system by aligning it to the Education Council’s new requirements.
The school effectively promotes educational success for Māori. Over several years, the school has increased meaningful experiences for Māori students to experience success as Māori.
Māori learners benefit from the school’s junior and senior kapa haka groups that are now very large and inclusive. The school has very good consultation approaches with whānau and make good use of the information that is shared.
Māori children are aware of the school’s connections to local Māori history and have a sense of place that they identify with and belong to. Professional development is guiding teachers to teach a te reo Māori programme appropriate to each age group.
A specialised opportunity is given to Years 4 and 5 Māori children with the Kaiarahi programme. This celebrates and promotes cultural leadership skills in the context of te reo me ōna tikanga Māori. Leaders plan to extend this approach schoolwide to reflect the school’s tuakana/teina philosophy.
Trustees have begun to review the board’s strategic approach to sustain school development and look for additional ways to enact tikanga Māori. They are using the New Zealand School Trustees Association’s Hautū, to promote further success for Māori students. The board has a strong commitment to promote partnerships with whānau and extend these to local iwi.
The school is very well placed to sustain and improve its performance. There is a resolute focus on achieving high quality educational outcomes for students.
Self-review is highly effective and used to inform decision making. Respectful relationships and ongoing consultation contribute to the inclusive school culture. Community input is highly valued and regularly gathered and responded to.
Students benefit from a ‘can do’ culture that is overwhelmingly affirming of their skills and efforts. School leaders, teachers and trustees show commitment to social justice and promoting equity of opportunities and success for students.
Increasingly student leadership capability is a deliberate school focus. The use of Māori and Pacific models of leadership are developing students’ potential and encouraging them to take responsibility for ‘others before self’.
The school continues to be very well led by a skilled principal and collaborative senior leadership team. A strong focus on sharing leadership and empowering staff has led to high levels of relational trust and staff involvement in school life. Leaders model high expectations for teaching and operate very good systems for monitoring effectiveness.
The board has experienced trustees and their individual expertise is used successfully to improve student outcomes. Trustees represent the diversity of the community and new trustees are welcomed, supported and valued. The school is very well resourced and plans to expand facilities for students highlight the future-focused vision of the board.
The board is well informed and maintains a thoughtful focus on the strengths and needs of students. Evaluative reporting on the most successful interventions could help the board prioritise resources and could guide the setting of additional student achievement targets.
Trustees and school leaders have identified relevant priorities that include strengthening their stewardship of the school. These include refreshing the school charter and the strategic plan as they review their commitment to developing bicultural practice.
The board is focused on sustaining effective school governance and accommodating future legislative changes. Trustees agree they could consider:
Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Puhinui School is a high performing primary school in South Auckland. The school has a culturally rich and talented school community. Students benefit from highly effective teaching and a caring school culture. Thoughtful school leaders are improvement focused and work collaboratively with staff and the community.
ERO is likely to carry out the next review in four-to-five years.
Graham Randell
Deputy Chief Review Officer Northern
24 December 2015
| Location | Papatoetoe, Auckland | |
| Ministry of Education profile number | 1448 | |
| School type | Contributing (Years 1 to 6) | |
| School roll | 597 | |
| Gender composition | Girls 52% Boys 48% | |
| Ethnic composition | Māori Pākehā Indian Samoan Tongan Vietnamese Cook Island Māori other Asian other Pacific other | 15% 5% 49% 7% 5% 4% 3% 4% 2% 6% |
| Review team on site | November 2015 | |
| Date of this report | 24 December 2015 | |
| Most recent ERO report(s) | Education Review Education Review Education Review | October 2012 September 2009 November 2006 |