Staithes Drive North , Whitby, Porirua
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.
Postgate School, located in Porirua, provides education for learners in Years 1 to 8. Postgate ‘PRIDE’ reflects the values held by the students, staff and the school community of participation - whanaungatanga, respect - manaakitanga, integrity - tikanga, determination - rangatiratanga and excellence - māramatanga.
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 ERO report of October 2022, ERO and the school have worked together to evaluate how effectively systems and processes are developing and supporting new leaders of teaching and learning.
The school expected to see:
The embedding and alignment of schoolwide systems and processes that support new leaders to effectively grow and develop collaborative culturally responsive teaching teams, focused on improving outcomes for all learners.
Leaders use the school’s embedded inquiry model to systematically evaluate the impact of their leadership practice, mentoring of others and the success of learning initiatives and interventions.
During the course of the evaluation, it was found that as new leaders deepened their understanding of leadership and shared their knowledge of quality teaching, professional teaching practice strengthened schoolwide and focused on improving students’ achievement.
The greatest shift that occurred in response to the school’s action was that leaders and teachers effectively used the school’s inquiry model to review their own professional practice and the systems supporting achievement to further strengthen student outcomes.
The following findings are to inform the school’s future priorities for improvement.
| Outcomes for learners are becoming increasingly equitable. |
| Leadership fosters a culture committed to quality teaching and high expectations of learners’ progress and achievement. |
| Teachers use a range of evidence-based, culturally appropriate teaching practices to provide learners with purposeful learning opportunities. |
| Planning for improvement is developed in partnership with the school’s community and well informed by evaluation evidence. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
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
Sharon Kelly
Director of Schools (Acting)
3 April 2025
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 2024, the Postgate School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Postgate 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.
Sharon Kelly
Director of Schools (Acting)
3 April 2025
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 eighteen months of the Education Review Office and Postgate 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
Postgate School is located in Whitby, Porirua and provides education for learners in Years 0 to 8.
Postgate School’s strategic priorities for improving outcomes for learners are:
the development of systems, processes and connections that put students at the heart of learning and teaching
an uncompromising focus on fostering students’ interests and strengths, addressing their learning needs and honouring them as partners in learning.
You can find a copy of the school’s strategic and annual plan on Postgate School’s website.
ERO and the school are working together to evaluate how effectively the school’s systems and processes are growing, developing, and supporting new leaders of teaching and learning.
The rationale for selecting this evaluation is:
the appointment of five new leaders in 2021, which was a catalyst for the school to evaluate how well their systems are aligned, and how useful and effective they were in supporting and growing schoolwide leadership
to strengthen the school’s embedded teaching as inquiry model which is focused on continuously improving outcomes for learners and lifting teacher capability.
The school expects to see the nurturing of leaders through:
the iterative evaluation of strategic, personalised induction, ongoing support, professional learning and mentoring and evidence-based leadership inquiry
well embedded school-wide expectations, culturally responsive leadership practices, aligned systems and processes and targeted resourcing.
The school can draw from the following strengths to support the school in its goal to grow, develop and support new leaders through:
well considered, deliberate and focused strategic planning, focused on improving outcomes for all learners
the school’s transparent inquiry framework, built on relational trust, designed to grow, and strengthen staff capability
committed learning-centred partnerships with whānau and the wider community.
Moving forward, the school will prioritise:
embedding leadership induction processes, established 2021
growing leadership that is deeply connected and committed to school improvement
a deliberate, strategic approach to re-shaping the localised curriculum to include Aotearoa New Zealand’s histories.
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
27 October 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 2021, the Postgate School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Postgate School Board of Trustees.
The next Board of Trustees assurance that it is meeting regulatory and legislative requirements is due in December 2024.
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
15 December 2021
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.educationcounts.govt.nz/home
Postgate School caters for students from Years 1 to 8. At the time of this evaluation, 312 students were enrolled, with 41% identifying as Māori and 38% as Pacific. The school's Whānau Kaitiaki and Pasifika Advisory groups provide support and guidance for leaders and teachers. There have been a few staff changes over the past three years, with the appointment of an assistant principal and two team leaders. The leadership team, with support from an external consultant, takes an active role in leading schoolwide professional learning.
The vision, and valued outcomes, defined by the school is for all children 'to be a catalyst for setting them on the path to positive life-long learning, encouraging them to be effective contributors to society'. Postgate PRIDE is the school's values system. This promotes participation (whanaungatanga), respect (manaakitanga), integrity (tikanga), determination (rangatiranga) and excellence (maramatanga). 'Together we learn and achieve - Ma te mahi ngatahi, ka tu pakari te matauranga'.
The school’s achievement information shows that the majority of students, Māori, Pacific and others, are achieving at or above in relation to National Standards for reading, writing and mathematics. The achievement of boys is proportionally lower. Annual achievement targets are set to raise and accelerate the achievement of students below and well below National Standards, including Māori and Pacific boys. Students who are well below have individual education plans.
Since the April 2013 ERO evaluation, the school has continued to strengthen governance, leadership, teaching and learning to support acceleration, community engagement and internal evaluation, including appraisal. Specific focus has been given to developing student-centred leadership. The Whānau Kaitiaka and Pacific Advisory groups have encouraged the engagement of all families in their child's learning. The Whānau Kaitiaki group has assisted with the appointment of a te ao Māori leader to support growing knowledge of te reo me ngā tikanga Māori.
The school responds well to accelerating the progress of Māori students whose learning and achievement need acceleration. This is being done with increasing effectiveness over the past three years. Key factors are identified to help students below and well below in relation to National Standards make accelerated progress. These include teachers:
The school’s National Standards data in 2015 showed improved outcomes, including examples of acceleration for Māori, compared to 2013 and 2014. Leaders and teachers have a relentless focus on accelerating the achievement of Māori students over their eight years of schooling, through the implementation of these strategies. Leaders also have a continuing focus on improving the reliability of the judgements teachers make about National Standards through moderation processes.
The school responds well to other students whose learning and achievement need acceleration by using the successful strategies identified for Māori students. Leaders and teachers believe that what works for Māori learners in education works for all learners. The identity, language and culture of Pacific students is valued and celebrated, and aiga are welcomed as partners in their child’s learning.
The school’s 2013 and 2014 data showed that Pacific students continued to achieve as well as, if not better than, other students in the school, especially in reading and writing. Examples of acceleration are evident through the school's data. There is also a relentless focus on accelerating the achievement of Pacific and other students below National Standards.
Good systems and processes for monitoring and tracking the progress and achievement of all students are developed. Leaders plan to track the achievement of the same cohort group from school entry, to exit in Year 8, against National Standards. This should assist the identification of patterns and trends of acceleration over time, guide curriculum adaptation and target resource allocation.
The school's curriculum, and well aligned processes and practices, effectively develop and enact the board's vision, values, goals and priorities for equity and excellence.
The principal and deputy principal show highly effective strategic leadership. They work collaboratively with staff and promote knowledgeable and shared leadership across the school. High expectations and PRIDE underpin all activities and there is a strong commitment to the vision, goals and motto.
A responsive and rich curriculum gives priority to literacy and mathematics, health and physical education, the arts and inquiry learning. The Whānau Kaitiaki and Pasifika Advisory groups guide the reflection of Māori and Pacific cultural values so the curriculum is relevant to students' needs and interests.
Students take increasing responsibility for monitoring their own learning against success indicators. Older students play a key leadership role within the school, especially in powhiri and other cultural events.
Students with special educational needs are provided with high quality programmes. Individual education plans are developed in partnership with whānau, aiga and parents, and include outside agencies when appropriate. They include long-term goals, next learning steps and information about how families can help at home. Progress towards the goals is regularly monitored.
A sound appraisal process is used. This is based on the Practising Teacher Criteria with provision of internal and external professional learning to support teacher growth and development.
The school fosters strong relationships and learning-centred engagement with whānau, aiga and parents. Families are well informed about their child’s progress and achievement with suggestions about how they can help at home.
School culture is welcoming and inclusive. Students readily engage with adults and they are developing as confident, happy, life-long learners. Good systems and processes are in place to support students’ health and wellbeing.
A strong culture of critical reflection, review and evaluation supports continuous improvement. Leaders have a clear understanding about internal evaluation and use appropriate indicators to gauge programme effectiveness.
Sound governance is provided. Trustees give priority to ensuring the best possible outcomes for students. They regularly seek the views of the school community, are strategic in their approach and well informed about the progress students make towards the annual goals and achievement targets. The relationship between trustees and leaders is based on trust, integrity and openness.
The school is very well placed to achieve and sustain equitable and excellent outcomes for all students. Effective processes and practices are developed to support the acceleration of Māori, Pacific and other students below and well below National Standards.
Leaders and teachers:
ERO is likely to carry out the next review in four-to-five years.
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 the following:
Board administration.
Curriculum.
Management of health, safety and welfare.
Personnel management.
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.
Processes for appointing staff.
Stand down, suspensions, expulsions and exclusions.
Attendance.
Compliance with the provisions of the Vulnerable Students Act 2014.
ERO and the board agreed that annual planning would be further strengthened by including expected outcomes for identified areas of development. This should enable trustees, leaders, teachers and the community to more effectively evaluate the impact of initiatives towards achieving the vision, values and strategic goals in the school’s charter.
Joyce Gebbie
Deputy Chief Review Officer Central
17 May 2016
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Location |
Whitby, Porirua |
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Ministry of Education profile number |
2966 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
312 |
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Gender composition |
Female 52%, Male 48% |
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Ethnic composition |
Māori Pacific Pākehā Asian Other ethnic groups |
41% 38% 11% 7% 3% |
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Review team on site |
March 2016 |
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Date of this report |
17 May 2016 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
April 2013 January 2010 January 2007 |