5 Buller Street , Picton
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.
Picton school is situated in the port of Picton in the Marlborough district. It provides education for learners in Years 1 to 6. There are currently 114 learners at the school; 51% identifying as Māori and 49% New Zealand European/Pākehā. The school values of Te Tautuhi, Manaakitanga and Rangatiratanga are expressed by the learners as ways to set high expectations regarding their learning and ways of getting on with others.
The school has made significant progress in developing curriculum contexts where learners can see their identity culture and community represented through specific teaching practices. There has been a strong drive to strengthen community-based partnerships so that leaders and teachers draw on and work with community resources to support learners’ wellbeing. There is a clear focus on restorative and relational approaches to problem solving which includes input form learners, teachers and whānau.
| How well are learners succeeding? | The school is working towards high levels of success and progress for all learners. |
| What is the quality of teaching and learning? | Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | The school is establishing planning and conditions that support improvements in the quality of education for learners. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Yes
Yes
Yes
Yes
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 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
Sharon Kelly
Director of Schools (Acting)
6 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of May 2022, the Picton School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Picton 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
2 August 2022
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 19 months of the Education Review Office and Picton 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
Picton School, Te Kura o Waitohi|He Kūaha Kitenga, is located near the town centre of Picton. The school provides education for students in Years 1 to 6. Their vision is ‘Growing Actively Together as we Engage with our World’.
Picton School’s strategic priorities for improving outcomes for learners are:
develop and evaluate effective teaching and learning practices to engage diverse learners and community members
develop a school wide approach to promote goals and values and behaviour management
offer a creative, enriching, dynamic, culturally responsive learning experience
embedding a responsive and inclusive culture which enables all members of the school community to thrive.
You can find a copy of the school’s strategic and annual plan on Picton School’s website.
ERO and the school are working together to evaluate culturally responsive practices for learning to understand and address parity for all students.
The rationale for selecting this evaluation is:
a range of baseline data that identifies barriers for learning, particularly for students who identify as Māori.
The school expects to see reciprocal, learning centred relationships with the community that enrich opportunities for students to become confident, connected, actively involved, lifelong learners.
The school can draw from the following strengths to support the school in its goal to strengthen culturally responsive practices:
use of a wide range of external support to deepen connections, knowledge and understanding
strategic and focused professional development
teachers and leaders focused on improving outcomes for all students.
Moving forward, the school will prioritise:
strengthening learning partnerships with students and whānau
embedding of a culturally responsive local curriculum.
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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
2 August 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Picton School has a roll of 130 Years 1 to 6 children. Almost half the children identify as Māori. A third of the children at Picton School enter or leave during the school year. The school has a significant number of children with additional and complex needs.
Since the 2014 ERO review, the school has made good progress against ERO’s recommendations. This includes improved internal evaluation practices, reporting to parents in relation to the National Standards and a greater valuing of Māori language and culture.
In 2016, close to two-thirds of children achieved at or above National Standards in reading and writing. Mathematics results were higher reflecting the positive impact of professional learning. Overall, reading and writing results have remained fairly consistent over the last three years. There continues to be a disparity in achievement for some boys and Māori students, especially in reading.
The school is achieving equitable outcomes for many children whose learning and achievement need acceleration. Teachers collaborate to support children who require additional programmes to help them learn. A strength in the school is the strong focus on children’s physical and emotional wellbeing. The school prioritises resourcing to ensure all children have a range of meaningful opportunities to succeed in areas that match their interests and abilities.
There are some good systems for identifying areas needing development to improve the achievement of equity and excellence.
The school demonstrates progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
ERO is likely to carry out the next review in three years.
The school has had variable success in accelerating the progress of those Māori and other children who need extra help to succeed. There is well-planned pastoral support for children to ensure that they are ready to engage with learning.
At the end of 2016, 66% of children achieved at the National Standards in reading, 68% in writing and 72% in mathematics. The percentage of children transferring between schools impacts on achievement levels, disparities and trends over time in this school.
There are some ongoing disparities for different groups of children, particularly Māori and boys.
There are good systems within the school to show the progress of individual children. Teachers use reliable assessment information to plan for children’s learning. Leaders and teachers need to continue to refine some assessment processes to more clearly provide the board with useful information about the sufficiency of progress for all groups of children.
Students with additional needs are very well supported in their learning. They are valued members of the school community.
The school’s new vision and values are based on the Māori concepts of manaakitanga (respect), motuhake (independence), takohanga (responsibility) and rangatiratanga (leadership) and are in the process of being embedded. The school values are contributing to better engagement.
The school has effective assessment and moderation practices. These support teachers to make reliable judgments about children’s achievement.
The school has some effective practices to support equity for its students. It has an increasing focus on supporting excellence.
Children benefit from a broad range of curriculum and learning experiences. Good use is made of local projects, places and people to enrich children’s learning. There is a strong environmental focus and increasing valuing of Māori language and culture. Children talked confidently about respect and responsibility and the link between these and the school’s environmental focus.
There is a strong commitment to ensuring children have equitable access to the curriculum, activities and experiences. Children with additional needs are very well supported and included in the school. A range of useful interventions are in place. Teachers and leaders work closely with parents, external experts and agencies to achieve this.
The school works closely with parents and the wider community to better meet children’s needs. Parents’ views are regularly sought and valued.
Trustees have a good understanding of their governance role. They show a commitment to ongoing learning about this. They put children at the centre of their resourcing decisions. With school leaders, they have developed useful strategic and annual plans to guide the direction the school is moving in.
School leaders show a strong commitment to equity and ensuring that staff, parents and trustees work constructively towards this. Staff feel valued. Their strengths are used well to build staff capability and to better support children’s learning.
There are some useful processes that now need to be strengthened, embedded and sustained in order to achieve equity and excellence for all learners. The school has a focus on improvement and has developed some good systems and practices for enhancing learning outcomes for its children.
Agreed next steps are to:
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:
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.
Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
Agreed next steps are outlined on in the ‘sustainable development for equity and excellence’ section above. These relate to strengthening aspects of internal evaluation and continuing to strengthen the Māori dimension in children’s learning.
ERO is likely to carry out the next review in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
14 November 2017
|
Location |
Marlborough |
|
Ministry of Education profile number |
2956 |
|
School type |
Full Primary (Years 1 to 6) |
|
School roll |
130 |
|
Gender composition |
Girls: 53% Boys: 47% |
|
Ethnic composition |
Māori: 45% Pākehā: 48% Other: 7% |
|
Provision of Māori medium education |
No |
|
Review team on site |
September 2017 |
|
Date of this report |
14 November 2017 |
|
Most recent ERO reports |
Education Review: May 2011 Education Review: September 2014 |