Summary
Pukerau School has a roll of 45 children. This includes a small number of children who identify as Māori and as Pacific. The school’s roll has increased in recent years resulting in a third classroom being established. A new principal started at the school in 2017.
The school has addressed most areas identified in the 2014 ERO report, including more effective reporting to parents and the board, and clearer school-wide strategic planning. Teachers have also developed progressions of learning for te reo and tikanga Māori. The 2014 report identified the need to be more evaluative when reviewing the effectiveness of teaching and learning programmes at a school-wide level. This remains an area for development.
There is strong evidence to indicate in-school equity in outcomes for learners. Achievement information for all children over the past three years shows good levels of achievement in reading, writing and mathematics. There are also increased numbers of children achieving at or above the National Standards for reading and mathematics.
In 2016 the school reported very good levels of accelerated progress for those children at risk of underachievement.
How well is the school achieving equitable outcomes for all children?
The school is very effectively responding to children whose learning and achievement need acceleration. Teachers and leaders use effective processes to enable equity and excellence for all learners. The school has an informal process for reflecting on the effectiveness of its teaching and learning programmes.
The school is well supported by its wider community. It is a very inclusive school, particularly of students new to the school. These students are quickly welcomed and included in appropriate learning programmes.
hildren were achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.At the time of the reviewc
Agreed next steps are for the board to be more informed of the full extent of the school’s valued outcomes and to ensure that the reports they receive are more evaluative.
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 is very effectively responding to children whose learning and achievement need acceleration. There is strong evidence to indicate in-school equity in outcomes for learners.
Achievement information for all children over the past three years shows good levels of achievement in reading, writing and mathematics. There are also increased numbers of children achieving at or above the National Standards for reading and mathematics.
In 2016 there were very good levels of accelerated progress for those children at risk of underachievement. This was particularly evident in writing.
There are useful assessment and moderation practices in the school to provide reliable judgements about children’s achievement and progress in relation to the National Standards.
School conditions supporting equity and excellence
What school processes are effective in enabling achievement of equity and excellence?
The school has effective processes to enable equity and excellence for learners.
The children’s opportunity to learn is maximised through the following conditions:
- a responsive curriculum with well thought-out outcomes and values linked to their holistic development
- a strong sense of belonging evident in the school, and support for children new to the school
- respectful relationships throughout the school
- children working and learning in settled class environments where routines are useful, well known and followed
- the way the school is well resourced in staffing and equipment.
Trustees, leaders and teachers have a relentless focus on improving the achievement levels of all children. There are meaningful systems and clear expectations to support this ongoing focus. The board regularly review progress towards meeting the targets to accelerate the learning progress of at- risk learners. The school has strategic alignment around the charter targets leading to a range of effective actions.
Teachers, leaders and trustees are highly responsive to learner needs. These needs are identified early, especially for children new to the school. Teachers adjust groupings, long-term plans and programmes to meet the various needs identified. The board provides resources to support equity for all children.
Children benefit from effective teaching practices. School leadership is providing good support for the development and ongoing improvements of these practices. Teachers take part in an effective appraisal process where they reflect, recognise existing good practices and are provided with ideas to improve. They work collaboratively and take a collective responsibility for the learning of all children at the school.
Teachers are in regular contact with parents, especially parents of those children at risk of underachievement. Resources and ideas are shared to assist parents as they support their children’s learning at home.
Sustainable development for equity and excellence
The school has an informal process for reflecting on the effectiveness of its teaching and learning programmes.
What further developments are needed in school processes to achieve equity and excellence?
Leaders and teachers do not formally evaluate the effectiveness of school programmes and practices to:
- find out what is going well and contributing to success
- identify what needs improving and what practices should be continued
- provide information for the board to base its decisions on.
The school does not have systems in place to know how well it’s valued outcomes, such as those expressed in its vision and charter, are being achieved at a school-wide level.
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
- 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 the regularity of community consultation of the school’s health curriculum.
In order to address this the board must:
- adopt a statement on the delivery of the health curriculum, at least once every two years, after consultation with the school community.
[Section 60B Education Act 1989]
Going forward
How well placed is the school to accelerate the achievement of all children who need it?
Children 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 for the board to be more informed about the full extent of the school’s valued outcomes and to ensure that the reports they receive are more evaluative.
ERO is likely to carry out the next review in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
14 September 2017
About the school
| Location | Eastern Southland |
| Ministry of Education profile number | 4003 |
| School type | Contributing (Years 1 to 6) |
| School roll | 45 |
| Gender composition | Girls: 27 Boys: 18 |
| Ethnic composition | Māori 2
Pākehā 37
Pacific 2
Asian 1
Other 3 |
| Provision of Māori medium education | No |
| Review team on site | May 2017 |
| Date of this report | 14 September 2017 |
| Most recent ERO reports | Education Review June 2014
Education Review May 2011
Education Review May 2008 |