Puhinui School

Education institution number:
1448
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
674
Telephone:
Address:

116 Puhinui Road, Papatoetoe, Auckland

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Puhinui School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Puhinui 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

Context 

Puhinui School, in Papatoetoe, Auckland provides education for tamariki from years 1 to 6. The school reflects the diverse ethnically rich Puhinui community. Puhinui School offers a wide range of learning experiences.

Puhinui School’s strategic priorities for improving outcomes for learners are:

  • deliver a worthy curriculum that provides students with authentic, relatable, and motivational learning experiences

  • deliver reading programmes based on well-established literacy foundations that effectively promote learners reading ability

  • provide an environment that enhances learning and our Puhinui School identity.

You can find a copy of the school’s strategic and annual plan on Puhinui School’s website.

ERO and the school are working together to evaluate how effectively classroom reading programmes are improving student learning, progress, and equity for all Puhinui School tamariki.

The rationale for selecting this evaluation is:

  • Puhinui School whānau and families value education and understand the important role literacy plays in learning achievement and in later success for tamariki

  • to continue the successful delivery of literacy programmes by enhancing the collective confidence and teacher capability in the teaching of reading

  • to evaluate how effective the focus on early literacy development has on learners reading progress.

The school expects to see teachers engaging in professional development and the collaborative sharing of effective literacy practices that lift the learning progress and reading levels of all learners, particularly for learners in years 0 to 3.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate how effectively classroom reading programmes are improving student learning progress and equity for all Puhinui School tamariki:

  • leadership that ensures teaching expectations are clear, shared, well-implemented and continuously improved to support all learners

  • an inclusive kaupapa with a curriculum that values the uniqueness of each learner and learning that reflects the school mission, to educate and nurture the whole child

  • professional relationships among staff, learners and whānau focus on the learning and wellbeing of each student

  • a supportive community that recognises the importance of literacy in the learning needs of the students.

Where to next?

Moving forward, the school will prioritise:

  • continuing to strengthen the instructional coaching model to support professional growth of teachers in reading, particularly in Years 0-3

  • teachers consistently demonstrating effective teaching strategies and practices that respond to the learning needs of all students

  • support for early literacy skills acquisition of tamariki in Years 0-3

  • print rich environments where literacy is a highly valued taonga and where the progress and success tamariki make in literacy and in learning is celebrated.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

2 December 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Puhinui School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of September 2022, the Puhinui School Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Puhinui 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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

2 December 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Puhinui School - 24/12/2015

Findings

Puhinui School is a high performing primary school in South Auckland. The school has a culturally rich and talented school community. Students benefit from highly effective teaching and a caring school culture. Thoughtful school leaders are improvement focused and work collaboratively with staff and the community.

ERO is likely to carry out the next review in four-to-five years. 

1 Context

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

Puhinui School is a large, urban Years 1 to 6 primary school in Papatoetoe, Auckland. The school is culturally diverse and many students are able to speak more than one language. Many families have long term relationships and connections with the school.

Trustees and the staff reflect the diversity of the school roll and the vibrant school community. The experienced and well respected principal serves the community alongside capable leaders and a committed staff. The school has recently welcomed a number of new staff including beginning teachers.

School values are well embedded and well known by students and staff. They provide a strong foundation to support student wellbeing and learning. Students use these values to guide their decision making and to manage their learning.

Students are very proud of their school, recognising the broad opportunities and the high quality education it provides for them. Students experience positive, affirming relationships with their teachers and each other. They benefit from a settled school learning environment.

The school has a positive ERO reporting history and is highly responsive to external review. Since the 2012 ERO report, the school has continued to make very good use of local cluster networks and external professional learning and development opportunities. The school has a culture of continuous improvement and is very student focused.

2 Learning

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

The school uses achievement information very effectively to make positive changes to learners’ engagement and achievement. Accelerating student progress is the priority at this school.

Student achievement in relation to National Standards continues to increase. Over time, most students who remain at the school reach or exceed the Standards. Students new to the school receive very good support through well-developed transition practices and if required, learning intervention programmes.

School-wide achievement information is well analysed and used to monitor student progress. Achievement information is made reliable through in-depth assessment and moderation practices. Teaching is highly responsive to achievement information and evidence based.

Increasingly, students are using assessment information to set meaningful goals and to evaluate their own success and achievement. Families receive regular and useful information about their child’s progress and achievement. The school is very well placed to continue to grow learning partnerships with students and families.

Māori students achieve well at this school. In relation to National Standards, they are some of the highest performing students in the school and their success is celebrated. They are well supported to reach their potential through approaches that value and recognise their identity and heritage. More specific achievement targets to extend Māori students’ success would now be appropriate.

Students of Pacific heritage continue to experience success in their learning. Some students also achieve very well in relation to the National Standards. The school has developed a meaningful approach to promote Pacific students’ learning through partnerships with families and key staff.

Samoan and Cook Island families ERO spoke with appreciated the school’s approach and the way it is helping build their children’s’ engagement in learning. A key outcome for these students is how much they are now exploring their own cultural heritage and identity at home. They are more self-motivated and engaged in their learning at school.

Students with additional learning requirements, including gifted and talented students, are very well supported. The school has a wide variety of flexible, student centred approaches to accelerate their learning. Highly capable and well trained staff are well connected to students’ classroom programmes. They work successfully alongside targeted students and their teachers.

Leaders and trustees use achievement information very effectively to set strategic student achievement targets and goals. Regular review ensures there is urgency and momentum for further improvement. The school is developing a culture of evaluation and inquiry. It is well positioned to increase teachers’ evaluation capability and use of a wider range of achievement information.

3 Curriculum

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

The curriculum very effectively promotes and supports student learning. It is well aligned to The New Zealand Curriculum and with the school’s vison and values. The broad curriculum incorporates science, physical education, technology and the arts.

The school is very effective at promoting student wellbeing. A wide range of support staff work with teachers to help students develop their resilience and belief in themselves as confident and capable learners. Students demonstrate optimism and enthusiasm for learning.

The curriculum is culturally responsive. It includes relevant cultural learning contexts to interest students. Leaders and teachers are working towards increasing opportunities for students to make more individual choices about what they learn to further increase their engagement and thinking. This development aligns well with the school vision to establish more flexible learning spaces that support students’ self-management and decision making skills.

The curriculum has a strong and appropriate focus on supporting learners to develop their literacy and their English oral language skills. Leaders support teachers to promote students’ home languages and help them make meaning and connections in their learning. Continuing to share such approaches school-wide could enhance student outcomes and language learning.

Effective mathematics teaching is evident. Years 3 to 6 students learn mathematics in grouped across classes and often with different teachers. Leaders agree it is timely to evaluate the impact of this approach on students’ self-belief and rate of progress.

Consistent, effective teaching is evident through the school. Teachers are skilled and collaborate well to share successful teaching strategies. They have high expectations of themselves and students. Teachers also advocate strongly for their students and support their wellbeing. Their classroom environments are stimulating, inclusive and proudly show students’ learning.

Well-designed professional learning maximises the skills and talents of teachers and support staff. The school has effective performance management processes and helpful induction and support structures. Leaders are strengthening the appraisal system by aligning it to the Education Council’s new requirements.

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

The school effectively promotes educational success for Māori. Over several years, the school has increased meaningful experiences for Māori students to experience success as Māori.

Māori learners benefit from the school’s junior and senior kapa haka groups that are now very large and inclusive. The school has very good consultation approaches with whānau and make good use of the information that is shared.

Māori children are aware of the school’s connections to local Māori history and have a sense of place that they identify with and belong to. Professional development is guiding teachers to teach a te reo Māori programme appropriate to each age group.

A specialised opportunity is given to Years 4 and 5 Māori children with the Kaiarahi programme. This celebrates and promotes cultural leadership skills in the context of te reo me ōna tikanga Māori. Leaders plan to extend this approach schoolwide to reflect the school’s tuakana/teina philosophy.

Trustees have begun to review the board’s strategic approach to sustain school development and look for additional ways to enact tikanga Māori. They are using the New Zealand School Trustees Association’s Hautū, to promote further success for Māori students. The board has a strong commitment to promote partnerships with whānau and extend these to local iwi.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance. There is a resolute focus on achieving high quality educational outcomes for students.

Self-review is highly effective and used to inform decision making. Respectful relationships and ongoing consultation contribute to the inclusive school culture. Community input is highly valued and regularly gathered and responded to.

Students benefit from a ‘can do’ culture that is overwhelmingly affirming of their skills and efforts. School leaders, teachers and trustees show commitment to social justice and promoting equity of opportunities and success for students.

Increasingly student leadership capability is a deliberate school focus. The use of Māori and Pacific models of leadership are developing students’ potential and encouraging them to take responsibility for ‘others before self’.

The school continues to be very well led by a skilled principal and collaborative senior leadership team. A strong focus on sharing leadership and empowering staff has led to high levels of relational trust and staff involvement in school life. Leaders model high expectations for teaching and operate very good systems for monitoring effectiveness.

The board has experienced trustees and their individual expertise is used successfully to improve student outcomes. Trustees represent the diversity of the community and new trustees are welcomed, supported and valued. The school is very well resourced and plans to expand facilities for students highlight the future-focused vision of the board.

The board is well informed and maintains a thoughtful focus on the strengths and needs of students. Evaluative reporting on the most successful interventions could help the board prioritise resources and could guide the setting of additional student achievement targets.

Trustees and school leaders have identified relevant priorities that include strengthening their stewardship of the school. These include refreshing the school charter and the strategic plan as they review their commitment to developing bicultural practice.

The board is focused on sustaining effective school governance and accommodating future legislative changes. Trustees agree they could consider:

  • developing a governance manual which includes a self-review tool for the board
  • restructuring policies and procedures to accommodate a longer term cycle of self review
  • further board training on personnel and employment practices, and induction for new trustees.

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.

Conclusion

Puhinui School is a high performing primary school in South Auckland. The school has a culturally rich and talented school community. Students benefit from highly effective teaching and a caring school culture. Thoughtful school leaders are improvement focused and work collaboratively with staff and the community.

ERO is likely to carry out the next review in four-to-five years. 

Graham Randell

Deputy Chief Review Officer Northern

24 December 2015

School Statistics

Location

Papatoetoe, Auckland

Ministry of Education profile number

1448

School type

Contributing (Years 1 to 6)

School roll

597

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori

Pākehā

Indian

Samoan

Tongan

Vietnamese

Cook Island Māori

other Asian

other Pacific

other

15%

5%

49%

7%

5%

4%

3%

4%

2%

6%

Review team on site

November 2015

Date of this report

24 December 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2012

September 2009

November 2006

Puhinui School - 25/10/2012

1. Context

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

Puhinui School is a Year 1 to 6 primary school in Papatoetoe, Auckland. The school reflects its ethnically diverse community and has a significant number of Indian and Pacific students, many of whom have a first language other than English.

The school has an inclusive tone and a clear focus on improving outcomes for students. Core values of respect, empathy, openness and trust are evident in student and staff interactions. Students’ cultural backgrounds are valued and those with additional learning needs are well catered for. Respectful pastoral care and guidance practices support students to have a sense of belonging in the school and contribute to the positive learning environment. These features inspire student trust and confidence to try new challenges in their learning.

Teachers are well resourced to deliver high quality education in the classroom. Purpose-built facilities provide students with practical approaches to learning in science, technology and the performing arts. A heated pool enables students to have swimming lessons for two full terms each year. Covered areas allow students to continue fitness sessions and recreational activities during wet weather.

Transitioning students into the school and through the three syndicates is a priority focus for leaders and teachers. School leaders’ good relationship with the local intermediate school helps students to make positive transitions between the two schools.

The school has a history of positive ERO reports. Senior leaders welcome external feedback and use it to strengthen their own self review.

2. Learning

How well are students learning – engaging, progressing and achieving?

Students make good progress and achieve well overall. They are motivated learners, thinking about how to learn and how to build on their achievement. Students work cooperatively and develop confidence as learners.

The board funds programmes that give students additional and relevant learning support or extension. Identified students have opportunities to work with specialist reading teachers and learning support staff. School leaders coordinate and evaluate these interventions to ensure that student learning needs are being met effectively.

Achievement data is purposefully used by the board, leaders, teachers and syndicates. This information indicates that students make very good progress in the junior years and the majority, including Māori and Pacific students, are achieving above National Standards in reading, writing and mathematics. The data allows leaders and trustees to identify targets for improving the achievement of groups of students.

Teachers group students for learning and monitor their progress carefully. Achievement data shows student progress across the year and is used to identify those whose progress should be accelerated. Parents have regular opportunities to discuss their child’s achievement and to work in partnership with teachers to further students’ learning progress.

School leaders have good monitoring systems that support teachers’ planning and assessment practices. Teachers share achievement information with students to help them set personal learning goals. Teachers are also encouraged to use student progress and achievement information to evaluate the effectiveness of their own teaching practice.

Teachers use a range of assessment and observation strategies to form judgements about student achievement in relation to National Standards. Their overall judgements about student achievement levels are moderated within the school. School leaders agree that teachers could further develop their assessment practices by:

  • aligning the school’s yearly progressions in mathematics, writing and reading to the key characteristics of the National Standards
  • enabling students to use these progressions to see clearly the steps needed to achieve each standard.

The board of trustees and leaders should now ensure that reports to students and their parents clearly state to what extent students are achieving, explicitly in relation to the National Standards.

3. Curriculum

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

Students benefit from a curriculum that has a strong focus on literacy and mathematics. They learn to read and write from their early years at school and enjoy frequent opportunities to extend their oral language skills. Students are confident communicators and active participants in learning. They contribute ideas about how to make the school a good place for learning.

The curriculum is broad and interesting. Students from their early years are encouraged to become reflective, inquiring learners. They appreciate the strong focus on science, the performing arts and culture groups, as well as sport and physical activity. An emphasis on values and the key competencies of The New Zealand Curriculum is evident in the positive way that students learn interactively with their peers.

The board continues to extend the school’s provision of information and communication technologies. Senior leaders and teachers have a continuing commitment to extend opportunities for students’ digital learning.

Teachers work within a collaborative staff climate, regularly sharing and reflecting on the effectiveness of curriculum programmes and teaching practices. This has helped to build shared expectations of effective teaching, and collective responsibility for student progress. Teachers readily consider changes to their practice to enhance learning. These features have had a positive impact on developing teachers as facilitators of learning.

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

Over the past three years leaders and teachers have been committed to developing strategies that support Māori student engagement and success. The school now has many features that support Māori students to experience pride and success as Māori. These include:

  • ongoing consideration given to the meaningful promotion of bicultural perspectives of New Zealand’s heritage
  • strategic action planning that is implemented and reviewed to promote Māori students’ success as Māori
  • promotion of tikanga and te reo Māori through whole-school practices including kapa haka
  • integrating aspects of te reo Māori me ōna tikanga within relevant classroom programmes
  • multiple forums for Māori whānau consultation with teachers and school leaders
  • the recent introduction of Māori science programmes and Māori and Pacific mentor initiatives.

Key teachers are leading the development of a sequential programme to promote te reo Māori across the school. They are also supported by an external Māori adviser.

4. Sustainable Performance

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

The school operates very effectively and is well placed to make ongoing improvements that impact positively on students’ learning. The school charter is relevant and well aligned with the school’s management programme and classroom practices.

Together with the dedicated board of trustees, the principal provides capable leadership and guides ongoing school improvement. The principal and senior leaders have a clear vision to ensure students are offered relevant and rich learning experiences. They promote sustainability by making prudent staff appointments and growing leadership. Senior leaders are consultative, collaborative and continue to promote a professional learning culture.

Self review is an effective part of the school’s culture and frequently draws on information from staff, students and parents. Strategic and cyclic inquiry approaches assist leaders and trustees to determine the school’s overall quality and effectiveness. Reports to the board commonly contain analysed information and recommendations for improvement in school practices. This evaluative reporting supports good governance and management relationships. The school’s reflective culture helps to give the board confidence in the quality of leadership and teaching.

The board is well led and members have undertaken training in school governance. Trustees regularly review strategic and annual planning and make decisions based around what benefits students as learners. ERO is confident that the school’s clear focus on student learning outcomes will continue to support ongoing school improvement.

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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

In order to fulfil the school’s legal requirements senior leaders and teaching staff should report to students and their parents on progress and achievement for students explicitly in relation to the National Standards [National Administration Guidelines 2A (a) ].

When is ERO likely to review the school again?

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

Violet Tu'uga

Stevenson National Manager Review Services Northern Region (Acting)

25 October 2012

About the School

Location

Papatoetoe, Auckland

Ministry of Education profile number

1448

School type

Contributing (Years 1 to 6)

School roll

609

Gender composition

Girls 53%

Boys 47%

Ethnic composition

Māori

NZ European/Pākehā

Indian

Samoan

Tongan

Cook Island Māori

Vietnamese

other Asian

other Pacific

other

14%

6%

37%

18%

7%

5%

5%

4%

2%

2%

Review team on site

August 2012

Date of this report

25 October 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2009

November 2006

February 2003