Princes Street , Pukekohe
View on mapThis Profile Report was written within 6 months of the Education Review Office and Pukekohe North 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
Pukekohe North School provides education in both the English and Māori medium. Pukekohe North School promotes the values of Be Respectful - Whakaaute mai, Be Responsible – Rangatiratanga, Be Confident - Mauri Tu, and Be Safe – Haumarutia.
Pukekohe North School’s strategic priorities for improving outcomes for learners are to focus on:
You can find a copy of the school’s strategic and annual plan on Pukekohe North School’s website.
ERO and the school are working together to evaluate how effectively data is being used to inform teaching and learning programmes to raise student engagement, progress and achievement.
The rationale for selecting this evaluation is to:
The school expects to see:
The school can draw from the following strengths to support the school in its goal to improve student outcomes.
Tamariki outcomes
Conditions to support learners
Priorities for Improvement
Moving forward, the school will prioritise:
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.
Shelley Booysen
Director of Schools
13 May 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 November 2023, the Pukekohe North School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
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Yes
For further information please contact Pukekohe North 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
13 May 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Pukekohe North School has made significant improvements in the way student achievement data is gathered and reported. These improvements provide a clearer path for ongoing development. Leaders and teachers can build on the strong whānau and community relationships to foster stronger home-school partnerships for student learning.
Pukekohe North School is a full primary catering for students in Years 1 to 8. The school offers dual medium education via auraki and rumaki settings. Since the previous 2020 ERO review, the school has continued to see roll growth. An experienced senior leadership team is in place. Statutory intervention was put in place in October 2021 with a commissioner replacing the board of trustees.
The school has made good progress in many areas that were previously identified.
Priorities identified in the previous ERO report were:
to further refine student achievement targets to reflect the number of learners requiring acceleration
to track, monitor and report regularly on the progress and achievement of at-risk students
to continue to build teacher capability in using effective strategies to accelerate the learning for those students who require this.
Some recent improvements are evident in the way the school establishes and monitors the achievement of target students. There are clear achievement targets in the annual plan. Syndicate leaders are aware of the target students and regularly discuss appropriate interventions to support and accelerate their learning. Teachers identify and plan for their target students. Teachers are supported by the Ministry of Education in building their capability about the use of assessment tools. School leaders can more accurately report the progress and achievement of students over time.
School-wide student achievement information is reported more regularly to the community and the commissioner. There is evidence of student progress since the beginning of the year. School leaders and teachers have developed a well-considered assessment schedule. School-wide moderation occurs in mathematics and writing. A more consistent approach to teacher planning is evident. Syndicates communicate and discuss student progress with greater consistency. Teachers gather student voice more effectively and this helps inform their practice. In the rumaki, significant improvement is evident in the use of learning intentions and success criteria to make the purpose of learning more explicit to students. Whānau and parents receive useful information about the progress their children are making.
Continuing to build teacher capability in effective strategies to accelerate the learning for those students who require it should be an ongoing focus.
Teachers have continued to develop their practice through targeted professional learning and development. Specifically, the focus on mathematics and literacy support and progress can be seen in some examples of teacher inquiry. Teachers are becoming more confident in the use of appropriate assessments tools. Positive caring relationships between staff and students are evident, and teachers’ use a range of strategies to maintain student engagement.
The school is well placed to further strengthen the use of student achievement data to inform their strategic priorities and develop more responsive teaching strategies. A clear system is in place to report student achievement within the school and at a governance level. The school has developed trusting and respectful relationships with the community. Good communication practices are in place to inform parents about their children’s learning and progress.
ERO, and the senior leaders agree on the key next steps for the school. These key next steps are to:
further strengthen the use of student achievement data to inform teacher practice
develop a coherent school-wide plan for ongoing school improvement
prioritise the most effective assessment tools and professional learning.
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:
board administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
attendance
school policies in relation to meeting the requirements of the Children’s Act 2014.
All areas of non-compliance have been addressed.
The school has made sufficient progress and will transition into ERO’s Te Ara Huarau evaluation for Improvement process.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
29 August 2022