Pukehou School

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Education institution number:
2652
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
80
Telephone:
Address:

174 S H 2 South Of Hastings, Pukehou

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Summary

Pukehou School caters for students in Years 1 to 8. It is located in the rural community of Otane in Central Hawke’s Bay. At the time of this evaluation, the school roll was 106, including 25 Māori students.

Since the September 2014 ERO report, some staff changes have occurred. Through 2017 there have been two acting principals. A permanent principal has now been appointed and takes up the position in 2018. Most of the board of trustees are new to their role.

Teachers have undertaken professional learning in effective literacy practice. They have also been involved in the Incredible Years programme to promote a positive learning environment.

ERO’s previous review identified areas of practice requiring development. These included improving school systems and processes to clearly outline leaders’, trustees’ and teachers’ roles in raising student achievement and progress. Although some improvements to practice have been made, most are in the very early stages of implementation.

Educational relationships with families and the wider community are valued. The school is a member of Te Angi Angi Kāhui Ako|Community of Learning.

How well is the school achieving equitable outcomes for all children?

The school’s data shows that almost all Year 8 students, including Māori, achieve very well.

End of year 2016 achievement information showed that, overall, the majority of students achieved well in reading and writing. Just over half achieved at or above expectations in mathematics, with girls doing less well than boys. Addressing this disparity remains a priority for school leaders. Over time, outcomes for students have shown a decline in reading, writing and mathematics. This decline is particularly notable for Māori and boys.

Leaders need to continue to strengthen practices to consistently achieve equitable outcomes for all students.

The school has the capacity and capability to accelerate learning for all students. However, disparity in achievement for Māori and other children remains.

The school agrees to:

  • develop more targeted planning to accelerate progress for learners
  • monitortargeted planning, improved teaching, and learners’ progress
  • discuss the school’s progress with ERO.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school continues to strengthen its response to Māori and other children whose learning and achievement need acceleration.

During 2017, school leaders are appropriately focused on strengthening practices and building teachers’ understanding of equitable achievement outcomes for Māori and all children.

Māori learners who need to make accelerated progress are identified in the school’s 2017 reading achievement targets. Some have become a focus at class level or within teachers’ inquiries in other core learning areas. At the end of 2016, Māori students were over represented in the low achieving group in mathematics. School leaders accessed external support, implemented a supplementary programme and provided additional resourcing. Teachers’ 2017 mid-year data analysis shows increased enthusiasm for mathematics and accelerated progress for some students as a result.

Leaders know that they need to develop more effective schoolwide processes to identify, track and monitor the progress of individual learners.

Students with identified high or complex needs are well supported. School personnel, external agencies and parents and whānau work collaboratively. They consider strategies and plan actions that assist these learners to actively engage in learning alongside their peers.

Leaders and teachers have undertaken internal and external moderation of their assessment judgments for writing. They intend to broaden this to reading and mathematics and are considering using The Progress and Consistency Tool (PaCT) and the Learning Progressions Framework to improve the dependability of teacher judgements.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

There are respectful relationships, an inclusive culture and a positive tone within the school.The school has a range of processes that contribute effectively towards enabling achievement and promoting equity and excellence for students.

Trustees access ongoing support to assist them in their governance role, including contracting an external consultant to mentor and appraise the principal. Leaders and teachers are reflective practitioners who participate in inquires to build their understandings of current education practices aimed at improving teaching and learning.

The supportive school community engages in learning programmes and take part in a wide range of sporting and cultural activities. WhānauMāori lead meaningful localised curriculum development in Te ao Māori as a sustainable and integral part of the fabric of school life.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

School leaders and trustees need to continue to develop shared understanding of their role in promoting equity and excellence for all learners.

It is timely for the new principal, in collaboration with the school’s community, to refresh the curriculum to better reflect the principles of theNew Zealand Curriculum, the school’s local context and its community’s aspirations for children’s learning.

Some school processes are not sufficiently developed to provide effective guidance and implement robust practices that:

  • identify achievement targets and progress plans for all learners requiring acceleration and improved educational outcomes

  • guide teaching, assessment and moderation practices

  • build teachers capability to identify next steps for teaching and to make dependable judgements about students’ progress and achievement

  • support induction and coaching programmes for teachers who are provisionally certificated or require their practising certificates to be endorsed
  • align leaders’ and teachers’ appraisals and inquires to the school’s development plans and goals
  • build leaders’ and trustees’ collective capability to lead effective internal evaluation.

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.

Actions required

ERO identified non-compliance in relation to policies, procedures and practices linked to children’s emotional and physical safety.

In order to address these the board must:

  1. develop policies, procedures and practices on good behaviour management practice, including elimination of seclusion and the need to minimise physical restraint for students and staff wellbeing that follow the Ministry of Education’s Guide
    [Education Act 1989, Section 139AB to 139AE]
  2. develop policies and procedures on surrender and retention of property and searches of children.
    [Education Act 1989, Section 139AAA to 139AAH]

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

Leaders and teachers:

  • know the learners whose progress and achievement need to be accelerated and now need to;

  • develop and implement approaches that effectively meet the needs of each learner

  • improve the school conditions that support acceleration of learners’ progress and achievement

  • build teacher capability to accelerate learners’ progress and achievement

The school agrees to:

  • develop more targeted planning to accelerate progress for learners

  • monitor targeted planning, improved teaching, and learners’ progress

  • discuss the school’s progress with ERO

ERO will:

  • provide feedback and resources to support the development of more targeted planning
  • provide an internal workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all learners.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

27 November 2017

About the school

Location

Otane, Hawke’s Bay

Ministry of Education profile number

2652

School type

Full Primary (Years 1 to 8)

School roll

106

Gender composition

Female 58, Male 48

Ethnic composition

Māori 25%
Pākehā 64%
Other ethnic groups 11%

Provision of Māori medium education

No

Review team on site

September, 2017

Date of this report

27 November 2017

Most recent ERO report(s)

Education Review, September 2014
Education Review, May 2011
Education Review, October2007

Findings

How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?

A key feature of this small, rural school is its long-standing focus on education for sustainability. Following significant staffing change, the board, new principal and teaching team recognise the need to develop school systems to embed and sustain school improvement. Key priorities are curriculum review and accelerating student achievement.

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

1 Context

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

Pukehou School is located in the rural community of Pukehou, Central Hawke’s Bay. It caters for 98 students in Years 1 to 8, including 36 Māori students.

Since the November 2011 ERO report significant staff change has occurred, with the appointment of a new principal and several teachers. A building programme has included the refurbishing and enlargement of classrooms.

A key feature of the school is its long-standing focus on education for sustainability.

2 Learning

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

The school’s use of achievement information to make positive changes to learners’ engagement, achievement and progress requires development.

Data presented at the end of 2013 shows that the majority of students met National Standards in reading, writing and mathematics. The percentages of students below or above the standards have remained stable for some time.

The principal and board recognise that there is a need to accelerate the progress for those below and to increase the numbers of students who achieve above the standards, in particular, Māori learners.

Teachers use assessment information to identify students’ learning levels and group for teaching. They are beginning to strengthen how they analyse data to identify more specific learning needs and plan to more purposely to accelerate student progress.

Schoolwide analysis and reporting of data is a significant area for development. Presenting and discussing emerging trends and patterns over time for groups of students is necessary. This should help the board understand and set appropriate targets for improvement. It should also help senior leaders and the board to evaluate the impact of the curriculum and initiatives to improve student outcomes.

Parents receive useful reports about their children’s progress in relation to National Standards. They outline student’s next steps for learning and ways that parents can help at home. Written reports complement parent, teacher and child conferences.

Students with special education needs are well supported to participate, contribute and succeed. Individual programmes are monitored and students make good progress against clear goals.

3 Curriculum

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

The Pukehou School curriculum is effective in promoting and supporting student learning in many ways. It emphasises the school’s vision of developing ‘confident learners who accept social responsibility and live sustainably’. It is aligned with the principles of The New Zealand Curriculum.

Learning programmes focus on authentic situations involving community events, environmental sustainability and some aspects of tikanga Māori. Increasing teachers’ capability to more clearly weave te ao Māori contexts in all areas of the curriculum is a timely decision made by senior leaders.

ERO’s external evaluation affirms the principal’s decision to review and develop the curriculum to ensure it is relevant to students’ immediate and changing needs. This review should include inquiry learning, embedding education for sustainability and creating further opportunities for students to lead their own learning.

Teachers are working collaboratively to provide a more cohesive and connected schoolwide curriculum. Development of clearer expectations for teaching and learning should support more consistency of programme delivery across learning areas and year levels.

Students are well engaged in classroom programmes. They confidently ask questions and contribute to discussions. Positive and supportive relationships are evident amongst students and with teachers. ERO observed a good range of effective teaching practices schoolwide.

How effectively does the school promote educational success for Māori, as Māori?

Māori students have some opportunities for experiences of te ao Māori. They have leadership roles in pōwhiri and school marae visits. Teachers and students use the local marae as a place of learning.

The principal uses external expertise to support his professional growth and development and help foster school improvement in Māori success. He values contributions from Ngāti Kahungunu Iwi representatives.

The next step is for the school, with its Māori whānau and community, to more explicitly define the outcomes they hope to achieve for Māori learners in terms of their language, identity and culture and decide how they will strategically bring about these outcomes through the curriculum.

More deliberate development of teachers’ capability, in reference to Tātaiako: Cultural Competencies for Teachers of Māori Learners, is necessary.

4 Sustainable Performance

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

The school is becoming better placed to sustain and improve school performance.

The principal and deputy principal have identified appropriate priorities for development and have begun to work collaboratively with staff to change and improve systems and teaching practice. They appropriately access external advice and guidance to assist improvement.

Planning for the future requires improvement. With a new teaching team in place it is important to:

  • revisit the strategic goals to align with current thinking about school priorities
  • refine the charter targets so they are specific and measurable
  • strengthen annual planning to include timelines, responsibilities and measurable outcomes
  • develop school systems to embed and sustain development.

Board members are focused on strengthening their governance role. They are seeking external training and currently reviewing their policy framework. ERO confirms the need for trustees to reframe their thinking to more clearly understand and emphasise their governance role in raising student achievement and progress.

Self review is identified as an area for development at governance, leadership and teaching levels. A template is in place to guide teachers’ curriculum review and raise their evaluative capacity. A schoolwide student wellbeing review is underway that includes opportunity for staff, student and parent input. ERO’s review confirms that a more systematic and evidence-based approach is needed in self review.

In 2014, a useful framework is in place to encourage teachers to look closely at how well their practices are improving student achievement. They meet regularly to discuss data about target students and share strategies to support engagement and progress. The principal provides constructive feedback to strengthen teachers’ reflection and action, through a newly strengthened appraisal process.

The school community is very supportive of the staff and students. They are involved in learning programmes and support a wide range of sporting and cultural activities. The principal identifies the need to have better partnerships for learning with the full range of parents and whānau. ERO affirms this direction.

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.

ERO identified the following areas of non-compliance.

The board of trustees must ensure that:

  • they provide appropriate career education and guidance for all students in Years 7 and 8. [The National Administration Guidelines 2013 1f]
  • the principal has an annual performance agreement and that it carries out a process of appraisal against this agreement and the professional standards for principals every year. [Education Act State Sector Section 77C]

Conclusion

A key feature of this small, rural school is its long-standing focus on education for sustainability. Following significant staffing change, the board, new principal and teaching team recognise the need to develop school systems to embed and sustain school improvement. Key priorities are curriculum review and accelerating student achievement.

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

Joyce Gebbie

National Manager Review Services

Central Region

2 September 2014

About the School

Location

Otane, Hawke's Bay

Ministry of Education profile number

2652

School type

Full Primary (Years 1 to 8)

School roll

98

Gender composition

Male 50

Female 48

Ethnic composition

Māori

NZ European/Pākehā

36

62

Review team on site

July 2014

Date of this report

2 September 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2011

October 2007

December 2004