Pukehina School

School Context

Pukehina School is a small rural school located near Te Puke. It provides education for students in Years 1 to 8. The school’s current roll of 10 includes seven Māori students and three students who are English language learners. The school has a highly transient roll and numbers have fluctuated over the past three years.

The school’s vision aims to have students recognise and achieve their fullest potential and make their best contribution to society. Priority is placed on ‘He Matauranga mo te ora’ (Learning for Life) and developing the values of:

• being respectful – aroha tetahi ki tetahi
• working together – mahi ngatahi
• striving for excellence – mahi tem ahi ki tona taumata
• taking responsibility – mahau ano e kawe.

The school’s strategic goals focus on improving outcomes for all students including Māori, Pacific and students with special needs. A focus on accelerating the progress of students performing below expectations and developing student and community engagement is also part of the strategic direction for the school.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:

• reading, writing and mathematics.

Leaders and teachers have undertaken professional learning and development in reading, writing, mathematics and assessment. There has also been a focus on developing a shared understanding of the school’s vision and values.Since the previous review in 2015, there have been some changes to staffing and trustees.

At the time of this review the principal had resigned from his position.

The school is a member of the Te Puke Community of Learning (CoL)|Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is achieving equitable and excellent outcomes for students.

The school’s data from 2017 to 2018 shows that most students are achieving at or above expected levels in reading, writing and mathematics. Māori students are achieving well and boys and girls are working at comparable levels.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is accelerating the learning of some Māori and other students who need it.

Leaders and teachers can show effective acceleration in literacy and mathematics for Māori and Pacific students as a result of targeted teaching and individualised support. School-wide acceleration data has yet to be formally collated and analysed.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Leadership has strong systems and processes to guide all school operations. Detailed strategic planning is in place which provides clear direction to the board and staff. Annual targets are inclusive of all students at risk of not achieving and are well aligned to professional learning and development. A deliberate focus on internal evaluation and teacher reflective practice is improving outcomes for students.

Teachers use effective strategies to enhance learning. Highly individualised planning is responsive to learning needs and is well informed by a range of assessment information. Progress is clearly tracked and monitored over time. Ongoing and specific feedback and feedforward to students enhances learning and acceleration. Warm and affirming relationships enable a calm and settled environment that supports students’ wellbeing and engagement.

Māori students are affirmed in their language, culture and identities through authentic contexts for learning and a supportive whānau culture. Effective liaison with a wide range of external agencies supports students’ learning and behavioural needs. Leadership and trustees make informed decisions about resourcing to enable equitable opportunities to learn. The school has a highly inclusive culture for learning.Students with additional learning needs, including English language learners, are well catered for through targeted planning and support.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Further developments are needed in strategically monitoring and reporting on rates of progress and acceleration for at-risk students over time.Sustainability for the future development and success of the school needs to be addressed. Priority should be given to:

• the appointment of a new principal
• ensuring trustees are representative of the parent community in which they serve
• communication and consultation with whānau, community and iwi to gather views and aspirations and develop a shared vision for the direction of the school.

The board should now access external support to assist with this process.

3 Board assurance on legal requirements

Before the review, the board 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 the following:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• finance
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration and certification
• processes for appointing staff
• stand down, suspension, expulsion and exclusion of students
• attendance
• school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Pukehina School’sperformance in achieving valued outcomes for its students is: Developing,

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

For sustained improvement and future learner success, the school can draw on existing strengths in:

• an inclusive culture for learning that supports the individual needs of students.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• sustainability of staffing and roll growth
• strengthening a shared vision for the school and community.

Actions for compliance

ERO identified non-compliance in relation to curriculum.

In order to address this, the board of trustees must:

• comply with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community 
  [Section 60B Education Act 1989].

Areas for improved compliance practice

To improve current practice, the board of trustees should:

• document the identification and remediation of hazards as they arise.

Recommendations to other agencies

ERO recommends that the Ministry of Education consider providing support for the school in order to bring about improvement in:

• the future sustainability of the school.

Phil Cowie

Director Review and Improvement Services

Central Region

1 May 2019

About the school

1 Context

What are the important features of this school that have an impact on student learning?

Pukehina School is a full primary school catering for students in Years 1 to 8. It is located in spacious, attractive and well-maintained grounds donated more than 100 years ago by Te Rangituakoha Mita, Ngāti Whakahemo. Some families have generational links with the school and the local area. Almost all students identify as Māori and whakapapa to different iwi. The school’s vision to have children recognise and achieve their fullest potential is expressed in the whakatau ‘He Matauranga mo te ora’ (Learning for Life).

Since the 2012 ERO report a new board chairperson and a number of new trustees have been elected. A longstanding teacher in the school was appointed as principal in 2013 and two new teachers have joined the staff. Trustees and staff have undertaken extensive consultation with the community to establish a shared understanding of the school’s, vision, values and strategic direction and reflect community aspirations. Systems and processes for self review have been strengthened and updated. The school roll has declined.

Trustees have enthusiastically embraced their new roles and responsibilities and undertaken extensive training. The principal is being mentored through participating in the ‘first time principal’s programme’. He maintains professional networks with other schools in the area and positive relationships with specialist agencies. The principal and teachers have continued to access relevant professional development, which has focused on digital technology to enhance learning and strengthening home partnerships for literacy learning.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school makes good use of student achievement information to promote engagement, progress and achievement. School data from the end of 2014 shows that most students are achieving at or above National Standards in reading, writing and mathematics. This information shows that students who remain in the school over time make good progress in their learning. Children requiring extra support to achieve at the standard receive high-quality support and appropriate intervention programmes to accelerate their learning. Teachers have a good understanding of assessment practices and make reliable judgements about student progress and achievement. Students with identified special abilities are well catered for and enjoy extra challenge and extension for their learning.

The principal, teachers and trustees use assessment information well to set appropriate targets and make resourcing decisions to meet the needs of every student. Parents receive regular and comprehensive reports about student achievement that also provide useful information for how they can help with their children’s learning at home. In addition, the school holds parent education evenings to further inform them as partners in their children’s learning. There are regular formal and informal opportunities for parents, students and teachers to meet and discuss the individual interests, strengths and next learning steps of students. A feature of the school is its open door policy and significant parent participation and support.

The principal effectively models reflective practice and implements self-review processes. This is resulting in ongoing improvement and development, and positive outcomes for students’ wellbeing and learning.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Students enjoy and experience a rich and meaningful curriculum that is well designed and documented to promote and support their success and engagement. The values of whakawhanaungatanga and manaakitanga are highly evident and underpin the culture of the school. Students and whānau have pride in their school, are confident in their culture, and demonstrate a genuine sense of belonging. This is evident through their participation in kapa haka festivals, whakatau to welcome visitors, participating in the life of the marae, and visiting places of local significance to Māori.

Students are inspired and motivated in their learning through the use of the school’s extensive grounds, surrounding community, and the local coastal environment. Extra experiences also include trips to places in the wider community, sporting and cultural events.

The principal, teaching staff and officer manager have established an inclusive, welcoming and caring, whānau-centred atmosphere. They place an emphasis on students learning to respect themselves and one another, as well as appreciating individual differences. Students experience trusting and respectful relationships at all levels. This provides them with a safe and enjoyable environment for learning in meaningful and authentic contexts.

Teachers and the teacher aide are a collegial and professional team who hold high expectations for students learning and behaviour. They share a belief that all students can achieve success. Students experience a consistent approach to high-quality intentional teaching practices such as:

• learning conversations with teachers about their next steps and the purpose of learning
• team teaching and good use of teacher knowledge and experience to enrich the curriculum
• individual and ability-based groups for learning and recognition of student leadership through tuakana-teina relationships
• opportunities to explore, investigate and experiment with high-quality resources
• sharing humour and fun with their teachers and one another.

ERO supports the school’s strategic intention to continue:

• building teaching practices and strategies that further empower students to manage their own learning
• documenting learning progressions and pathways within the curriculum
• increasing teacher knowledge and confidence in the use of te reo Māori
• planning and implementing programmes that closely link to and reflect the language, culture and identity of students
• implementing and embedding the use of digital technologies as tools for learning.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to continue to sustain and improve its performance. There are useful frameworks that guide self review, resulting in ongoing development and improvement of all school operations. There is a clear strategic direction that is focused on student wellbeing, progress, achievement. Trustees, principal and staff are strong advocates for students, families and whānau and highly value their engagement and contribution.

Areas for review and development

It is important that:

• the principal provides regular, documented feedback to teachers about their practice
• trustees continue to take increased responsibility for their governance roles. This is likely to further support the principal to focus on school management and professional leadership.

Board assurance on legal requirements

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.

Conclusion

Students enjoy learning in a warm and inclusive family-like atmosphere in an attractive rural setting. Community support for the school is strong. Trustees, principal and staff are focused on achieving the best outcomes for students. Clear strategic direction provides relevant goals to guide school development.

ERO is likely to carry out the next review in three years.

Dale Bailey

Deputy Chief Review Officer Northern

15 June 2015

About the School