Pinehill School (Browns Bay)

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

Education institution number:
6932
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
372
Telephone:
Address:

Cnr Hugh Green Drive & Spencer Road, Pinehill, Auckland

View on map

1 Context

The school has a positive ERO reporting history. The board comprises a mix of new and experienced trustees. Teachers have participated in professional learning and development to support their use of achievement information and to improve teaching and raise achievement levels for all children. Since the 2013 ERO review a new principal has been appointed and a new school leadership team formed.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are to provide them with a sense of worth, achievement and belonging through their learning journey. Importance is placed on children from all cultures being treated with respect and dignity. They are supported to actively work towards high standards of achievement.

The school’s achievement information shows that for 2014 there was a significant increase in numbers of children achieving at or above National Standards for reading and writing. Senior leaders report that assessment and moderation processes used by teachers have improved since the 2013 ERO review. Overall teacher judgements are now informed by children's ongoing learning and nationally referenced assessment tools.

As a result of this development, the school more accurately identifies groups of learners who are at risk of not achieving. Achievement information for 2014 and 2015 shows that approximately three quarters of all children achieve at above the National Standards for reading and mathematics, and two thirds of children are at or above the standard for writing.

The school has identified that there is a very small group of Māori students below the standards for reading, writing and mathematics. The overall achievement of boys in writing is below that of girls and girls overall achievement in mathematics is slightly below that of boys.

Since the last ERO evaluation the school has:

  • improved assessment processes to more accurately reflect how well children achieve in relation to the National Standards
  • realigned the school’s appraisal system to focus more on improved outcomes for children
  • restructured roles and responsibilities to provide more coherence to the school’s focus on what is best for learning.

3 Accelerating achievement

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

The school is responding to Māori children whose learning and achievement needs acceleration.

Raising Māori children's achievement is a priority for the school. A small number of Māori children achieved below National Standards for reading, mathematics and writing. The school has successfully accelerated the progress of some Māori children. School leaders recognise the importance of continuing to advocate and embed accelerated teaching and learning practices.

The board, school leaders and teachers have responded to the disparity between Māori and all children by implementing a variety of measures to raise achievement, particularly in writing and reading. Progress information for 2016 shows improved achievement with most Māori children tracking to be at or above National Standards in reading, writing and mathematics by the end of the year.

Senior leaders and teachers have also identified that while more boys than girls are currently achieving at or above National Standards in mathematics, more girls than boys are achieving at or above the national standard in writing. Senior leaders and teachers are monitoring these disparities and have planned appropriate review and development.

As part of initiatives to address any disparities, the senior leadership team has increased the frequency with which it provides the board with information about how well groups of learners are progressing. Trustees are committed to a responsive approach to accelerating the progress of children who are at risk of not achieving. They receive useful information that is assuring them that the board's investment in professional development and teaching resourcing is having a positive impact for all learners, particularly for Māori children and boys.

Professional development during 2016 has supported teachers to reflect on and discuss ways they can modify their teaching to cater for children’s individual learning requirements.

Because of small numbers of Samoan, Niue, Tongan and Fijian children, comparisons with other, larger groups of children proves difficult statistically. Each Pacific child's progress is monitored. As with Māori children, they have opportunities to use their prior experiences and knowledge as part of their learning.

Responsive in-class and specialist teaching approaches support children with additional learning requirements to progress towards, and in some cases achieve at, National Standards.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school’s curriculum and other organisational processes and practices are partly effective in developing and enacting the school’s vision, values, goals and priorities for equity and excellence.

The senior leadership team have appropriately identified that further development of some learning areas and student and teacher inquiry processes is likely to enhance enactment of the school's vision.

Broad curriculum themes allow children to build on their prior understandings and experiences outside school. Children, including those who have not easily engaged in learning, have good opportunities to pursue their various interests. Increasingly, teachers are using innovative collaborative learning strategies to complement small group teaching.

Māori children value their school as a place to learn and connect with their culture. Kapa haka is very popular in the life of the school and provides a means for all children to develop their understandings about aspects of tikanga Māori. By further strengthening the school's bicultural practice, Māori children will be better supported to be proud of who they are and confident in their learning.

Parents and whānau of Māori children appreciate the work the school does in supporting children who are at risk of not achieving. The school has begun to develop more meaningful hui with parents of Māori children to gauge their aspirations and ideas.

The new principal models high quality and collaborative leadership. She has worked well, together with the leadership team and the board to lift expectations for teaching and learning and focus on ongoing school development and improvement.

ERO affirms the board’s commitment to revising the school’s strategic plan to incorporate and act on the aspirations, ideas and contributions of parents and whānau. Having clearer school goals that reflect parent/whānau views will further inform and therefore strengthen teacher appraisal, annual planning and school operations.

The complementary nature of external and internal evaluation is valued by the board and school leaders as part of sustaining positive school developments and identifying next steps for continuous improvement.

School leaders have identified that active participation in professional networks such as communities of learning will contribute to accelerating the progress of children who are risk of underachieving. The achievement challenges identified by the Mid-Bays Community of Learning that the school joined in 2014 are consistent with the areas for development identified in this report.

5 Going forward

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

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

Areas discussed with the board for future development and evaluation include:

  • developing culturally responsive practices school-wide as part of enhancing learning outcomes for Māori and Pacific children, and supporting Pinehill School’s ongoing bicultural development
  • evaluating and revising the school’s shared expectations for teaching to drive the school’s focus on increasing children’s contribution to their learning
  • exploring ways the school can further develop meaningful partnerships with parents/whānau that are focused on learning, particularly with those parents whose children are at risk of not achieving.

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

6 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 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 Children Act 2014

  • provision for international students.

7 Recommendation

Pinehill School is embedding improved systems and processes to support teachers to accelerate the progress of learners at risk of underachieving. Strengthening partnerships with parents/whānau that are focused on improving learning will contribute positively to this development. In addition, further developing culturally responsive practices is likely to benefit all children.

Graham Randell

Deputy Chief Review Officer Northern

30 September 2016

About the school

Location

Pinehill, Auckland

Ministry of Education profile number

6932

School type

Contributing (Years 1 to 6)

School roll

452

Number of international students

5

Gender composition

Girls 51% Boys 49%

Ethnic composition

Māori

Pākehā

Chinese

Korean

African

Indian

Middle Eastern

Filipino

Latin American/Hispanic

other ethnicities

2%

28%

26%

14%

6%

4%

4%

2%

2%

12%

Review team on site

August 2016

Date of this report

30 September 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2013

May 2010

December 2006

 

1 Context

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

Pinehill School is located on Auckland’s North Shore. The Years 1 to 6 school was established 16 years ago to serve an area of rapid population growth. The culturally diverse roll includes a high number of Korean, Chinese and Asian children, for many of whom English is an additional language. Small numbers of Māori and Pacific students are also represented on the roll.

The school has had positive ERO reviews since 1999. Significant features commented on in these reports include the school’s well embedded philosophy and shared values. High expectations for achievement and respectful relationship between children and teachers continue to be evident in the school’s inclusive culture.

The school is staffed by a long-serving principal and many experienced teachers and senior leaders. Teachers are well supported by strategically planned professional learning opportunities. They are improving their use of student achievement information by participating in a reflective professional coaching initiative. E-learning continues to be a significant feature of school development.

Students enjoy learning. In addition to the school’s focus on literacy and numeracy, students benefit from a well resourced curriculum that includes high quality music, art, kapa haka, sport and physical activity. The board of trustees and parents take a keen and active interest in the school’s performance.

2 Learning

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

Teachers and senior leaders make good use of student achievement information. Student progress and achievement is assessed regularly and students’ learning strengths and needs are identified effectively and promptly. The information is analysed by senior managers and shared with team leaders and teachers. Teachers use the information to plan programmes that address students’ different levels of learning.

Teachers are increasingly sharing progress and achievement information with students. In most classrooms, students understand their learning steps and can discuss their progress and next steps. In some classrooms, students are using e-learning as a tool for sharing their learning with their teachers and parents. Ongoing teacher support is planned to extend and sustain these exciting and challenging developments in teaching and learning.

Teachers are implementing the National Standards well. They have aligned the Standards with appropriate curriculum levels and are using a variety of assessment and moderation strategies to inform their judgements. Teachers are also becoming familiar with the use of assessment strategies for students who are learning English as an additional language. The achievement of all students is assessed in relation to the National Standards and is reported to their parents in plain language.

Overall patterns in student achievement reported to the board indicate that by Year 6 increasing numbers of students reach National Standards in mathematics and reading. Senior leaders are setting targets to accelerate the learning of small groups of students who are achieving at levels that do not meet National Standards. They are careful to distinguish between target students and those who are supported by English for speakers of other languages (ESOL) programmes.

Further developments in teaching and learning should focus on:

  • evaluating the effectiveness of strategies designed to accelerate student progress and achievement, both in classroom programmes and in school-wide targeted initiatives
  • exploring the potential of new student management systems to analyse and report on student progress and achievement overall, and to monitor the progress of groups and cohorts of students.

3 Curriculum

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

The school’s curriculum provides a comprehensive framework that promotes student interest and engagement in learning. The curriculum is closely aligned to The New Zealand Curriculum (NZC), with a clear emphasis placed on literacy, numeracy, sport, the arts, leadership and information and communication technologies (ICT).

The school has a strongly inclusive philosophy that enables all children to experience the full curriculum. Older children take responsibility for those who are younger and model the caring and trusting attitudes that characterise the school. An experienced senior manager coordinates and monitors the progress of children with identified special needs.

English language learning programmes for ESOL students are very well managed. Trained ESOL staff work closely with international students and those needing additional English language support. Learning assistants are well used to support classroom learning programmes and targeted curriculum interventions.

Teachers plan programmes that allow students to explore relevant learning contexts, including social responsibility and environmental sustainability. Teachers’ planning identifies clear expectations and objectives related to the curriculum and the skills and competencies that support learning. Some teachers use explicit and deliberate strategies to help students understand their learning success.

The school’s curriculum states that tikanga and te reo Māori will be included in learning programmes throughout the school. These programmes are not currently in place. The school is aware of resources that would support this development but school-wide leadership and planning are needed to support teachers to implement these intentions.

In many classrooms, students make capable use of e-learning applications that support their learning, and of technologies that enable them to record, share and present their learning. Using ICT as a tool for e-learning is the current focus of long-term teacher professional development that has been well supported by school leaders and trustees.

Further considerations for curriculum development could focus on:

  • reviewing the extent to which the criteria for learning success are used to motivate students become self managing, independent learners
  • evaluating the effectiveness and impact of the transition programme for new entrant children.

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

There are nearly 20 Māori students currently attending the school. Their whānau are known through their support and involvement in the school kapa haka. The large and enthusiastic kapa haka group is a credit to the school and is valued by the staff and school community.

The progress and achievement of Māori students is monitored and reported. More could be done to seek the aspirations of whānau for their children. It is timely for the board to review its Treaty of Waitangi policy and identify how effectively the policy is implemented.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. School leaders are increasingly using analysed evidence as a focus for improvement. The school has a clear vision for education. The charter provides extensive guidelines for school operations and improvement. Charter goals are shared with staff and trustees and aligned to management and leadership roles in the school.

The continued professional growth of the teaching staff is a major priority of the board. The emphasis on using external expertise continues to benefit teacher development. Teachers are currently strengthening their practice through participating in collegial coaching and extending their individual ICT skills.

Leadership in the school is valued and shared. Literacy and numeracy leaders, and teachers with specialist expertise, complement the roles of the principal and senior managers. Team leaders also have important roles in supporting teacher planning. These roles could also include responsibility for sustaining previous developments in teaching and learning, and for providing feedback to teachers in relation to the professional standards.

Board members bring expertise and commitment to their roles as school trustees. They work positively and constructively with the school principal and appreciate the support of the Friends of Pinehill parent group. The rebuilding of the school has had to be a priority for the board. A new administration building will be the final step in this costly and time-consuming process.

Good examples of self review are evident in areas of school operation. The challenge for senior managers now is to strengthen the culture of critical reflection and evaluation. Reports to the board should become more goal-oriented and improvement focused. A timetable for reporting and policy review could guide a more structured approach to self review.

Trustees are now eager to develop more systematic and sustainable approaches to governance. They could identify strategic goals that would give shape to the school’s annual planning and goal-setting processes.

Provision for international students

Pinehill School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were 12 international students attending the school.

The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

The school responds well to the interests and needs of international students. Services for international students are well integrated with English language teaching programmes. It would be of interest to the board, the signatory to the Code, to receive an annual report on outcomes for international students.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services

Northern Region

28 June 2013

About the School

Location

Browns Bay, Auckland

Ministry of Education profile number

6932

School type

Contributing (Years 1 to 6)

School roll

471

Number of international students

12

Gender composition

Boys 51%

Girls 49%

Ethnic composition

NZ European/Pākehā

Māori

Chinese

Korean

Indian

Pacific

Other Asian

Other European

26%

3%

24%

12%

5%

1%

21%

8%

Review team on site

May 2013

Date of this report

28 June 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2010

December 2006

July 2003