Pukehamoamoa School

School Context

Pukehamoamoa School, located in a rural district west of Hastings, caters for 104 students in Years 1 to 8. Of the learners enrolled, 39 identify as Māori.

The school’s mission statement ‘ Strength through knowledge – Kaha mā te mātauranga’  is supported by the shared values of ‘knowledge and understanding of others, knowledge of thinking, knowledge of learning, knowledge of ourselves, knowledge of our past and knowledge of communication’. The vision is to provide the highest standard of education for students through providing enriching experiences, that will create connected, confident, life-long learners striving for their personal best.

The school has established annual learning targets for 2018 focusing on increasing the number of students achieving at their expected level in writing and mathematics.

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

• progress and achievement in reading, writing and mathematics
• progress and achievement in relation to school targets for writing and mathematics
• engagement and wellbeing
• attendance.

A new principal was appointed to the school in Term 4 2016. The roll has remained stable. The staff have attended Incredible Years professional learning and development (PLD).

Pukehamoamoa School is part of the Mataruahou Napier City 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?

Student assessment procedures, implemented in 2017, support the collection of reliable achievement data. This indicates that the majority of students, including Māori, achieve at or above the school’s expectations in reading, writing and mathematics. The identified disparity between girls and boys in writing is being addressed in 2018, with the school’s mid-year data showing improvement for boys.

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

The school is accelerating learning for some students who need this. Leaders and teachers report on acceleration for individual students. The school is yet to analyse schoolwide rates of acceleration over time.

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?

The new leadership team has established a collaborative environment based on relational trust. They ensure that policies and practices promote students’ wellbeing and engagement in learning. There is a strategic focus to develop and pursue the school’s vision for equity and excellence.

Leaders work effectively with staff to build consistent assessment and teaching practices to ensure that achievement information is dependable. Clear expectations for collecting student data and strong moderation practices have been implemented. A robust appraisal system supports teachers to build their capability.

Leaders and teachers establish positive relationships with students and families. Parents, whānau and the community are welcomed and involved in a range of school activities. Recent school initiatives, actively involving parents, are supporting the development of more reciprocal learning-centred partnerships.

Students are supported to participate in and engage with their learning. Relationships between children and teachers are positive and respectful. Tuakana teina interactions promote learning. The school has strengthened its response to children at risk of not achieving through the implementation of Raising Achievement Plans. This framework enables teachers to determine students’ specific learning needs and plan targeted teaching strategies and interventions to promote their accelerated progress.

Students with additional learning needs are identified and well supported with a range of resources appropriate to their individual needs.

The board actively represents and serves the school and community in its stewardship role. Trustees bring a range of skills to the board. They demonstrate a strong commitment to the ongoing promotion of the school and the long term success of learners. 

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

Since the September 2015 ERO report, the school has undergone a significant period of change. Continuing to consolidate and embed new systems, processes and practices is a key priority for the school.

Leaders identify that continuing to develop aspects of the curriculum is a key next step. The school has set priorities in the areas of student agency, digital technologies and the development and implementation of a Māori education strategy. An ongoing focus on continuing to grow teachers’ capability to support a culturally responsive curriculum for Māori learners is important.

Trustees, leaders and staff are reflective, and self review is an established process. Leaders gather a range of information to inform decisions for improvement. Further developing a shared understanding and use of internal evaluation is a key next step. This should better support trustees, leaders and teachers to know what has the most significant impact on raising achievement and what is needed to sustain ongoing improvement of equity and excellence.

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.

Area for improved compliance practice

To improve current practice, the board of trustees should:

• ensure in-committee minutes are used for discussing and recording matters of a sensitive or confidential nature. 

4 Going forward

Key strengths of the school

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

• the response to students requiring acceleration in their learning that is personalised
• the school leadership team that is focused and capably building consistent teaching and learning practices to promote positive outcomes for students
• community involvement that supports students’ learning and wellbeing
• trustees who represent the community and skilfully serve the school in their stewardship role.

Next steps

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

• continued curriculum development to realise the school’s learning priorities and ensure a culturally responsive curriculum for Māori learners
• continuing to develop a deeper shared understanding and use of internal evaluation to know what has the most significant impact on raising achievement.

ERO’s next external evaluation process and timing

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

Alan Wynyard
Director Review and Improvement Services

Te Tai Pokapū - Central Region

12 October 2018

About the school