Pukete School

School Context

Pukete School is located in the northern suburbs of Hamilton and caters for students in Years 1 to 6. The current roll of 469 includes 82 students who identify as Māori.

The school’s vision is to create a community of confident critical thinkers who are open-minded, motivated, and socially responsible. An intended outcome is that learners will be able to contribute to, and succeed in the changing world. The school aims to provide:

• a highly effective board of trustees, leaders, teachers and support staff
• powerful home-school connections focused on learning
• a high level of achievement through the outstanding delivery of learning programmes
• continual improvement towards achieving its vision. 

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

• student achievement in reading, writing and mathematics
• attendance
• student wellbeing.

The school has been involved in a range of professional learning and development initiatives including Positive Behaviour for Learning (PB4L), Mathematics and Number Specialist Teacher (MST), Accelerating Learning in Mathematics (ALiM), Accelerating Learning in Literacy (ALL), Incredible Years (IY), internal acceleration strategies workshops and the use of an external mathematics consultant.

Since the 2014 ERO review the school has had significant changes to membership of the board of trustees, including the chairperson. A new appointment to the senior leadership team was made in 2017.

The school is a member of the Te Pae Here Kāhui Ako Te Raki Rāwhiti o Kirikiriroa.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1  How well is the school achieving equitable and excellent outcomes for all its students?

The school has yet to achieve equitable and excellent outcomes for all its students.

School-wide student achievement from 2014 to 2016 shows most students achieve well in reading and mathematics. A large majority of students achieve well in writing. This information indicates a slight improvement in reading and consistent results in writing and mathematics over time. Achievement information shows a trend of improvement for Māori children in reading and writing. Most Pacific students achieved at or above expected levels in reading and mathematics and at lower levels in writing.

In 2016 the proportion of Māori students achieving at or above expected levels is similar to their Pākehā peers at the school in reading and writing and at lower levels in mathematics. This disparity of achievement in mathematics has widened over time. Boys proportionally achieved at similar levels to girls in reading and mathematics, and at significantly lower levels in writing.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school is yet to effectively respond to all those Māori and other students whose learning requires acceleration.

School-wide data from 2017 shows progress and achievement was accelerated in reading, writing and mathematics for the majority of at-risk students. This data indicates that the rates of accelerated progress for at-risk Pākehā students was higher than for at-risk Māori students. The school has not analysed this information to identify rates of progress for gender groups.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

School leaders are collaborative and well informed. They promote opportunities for shared leadership that are contributing to aspects of school improvement. Leaders implement a purposeful approach to building teacher capability and capacity. They have established a coherent school-wide approach to teaching and learning.

Student wellbeing is effectively promoted. Clearly established and responsive transition approaches for new entrants provides a strong foundation for students. They are confident to participate in learning through nurturing relationships with adults and their peers. Leaders and teachers are approachable, and parents spoken to, feel their whānau and children are well supported. Students know and understand the Pukete School virtues and values well. Calm and unhurried environments are encouraging focussed learning for ongoing progress and achievement.

Initiatives to support students with additional learning needs are well considered. This team approach is inclusive of whānau and involves a wide range of in-class support, targeted resourcing, withdrawal programmes and intensive interventions.

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

In-school processes and practices need to be further developed and refined to raise equitable and excellent outcomes for learners.

There is a need to develop a more targeted response to accelerating achievement and addressing in-school disparity. This includes:

• setting specific targets in the school’s charter that identify the number of students whose learning requires acceleration
• the consistent implementation of the school’s expectations for teaching and learning including implementing more culturally responsive practices
• maximising the school’s local context to provide authentic learning opportunities.

Establishing school-wide understanding of evaluation, inquiry and knowledge building is required. This should support sustainability and inform ongoing improvement and innovation.

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. 

Appraisal audit

Building leaders and teachers understanding of Education Council requirements for the endorsement of teachers practising certificates is urgently required. 

Actions for compliance

ERO identified non-compliance in relation to the endorsement of practising certificates for teachers.

In order to address this, the board of trustees must ensure:

• appropriate procedures are developed and implemented for the issuing and renewing of practising teacher certificates as required by the Education Council.
  [Part 31 Education Act 1989]

Areas for improved compliance practice

To improve current practice, the board of trustees should:

• fully implement the school’s policy and procedure to ensure high-quality performance management and appraisal is carried out annually.

4 Going forward

Key strengths of the school

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

• a holistic approach to supporting student wellbeing through processes that actively responds to their needs and promotes high expectations for all students
• school leadership that is focused on building high-quality teaching.

Next steps

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

• embedding a coherent  and culturally responsive curriculum to support the consistent implementation of effective teaching and learning
• setting specific charter targets to support trustees and leaders to more effectively monitor and respond to accelerating the progress of at-risk students
• targeted planning to accelerate learning
  [ERO will monitor and discuss progress with the school.]
• internal evaluation processes and practices
  [ERO will provide an internal evaluation workshop for trustees and senior leaders.] 

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson
Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

28 February 2018

About the school 

Location	Hamilton
Ministry of Education profile number	1908
School type	Contributing (Years 1-6)
School roll	469
Gender composition	Boys                      51% Girls                       49%
Ethnic composition	Māori                    17% Pākehā                 63% Pacific                    6% Other                    14%
Provision of Māori medium education	No
Review team on site	November 2017
Date of this report	28 February 2018
Most recent ERO report(s)	Education Review            September 2014 Education Review            September 2011 Education Review            August 2008

 

Findings

Students from Pukete School benefit from a school focus on improving school development and outcomes for all learners. A change in the senior leadership team has resulted in well-delivered professional development and better use of student achievement information. An effective partnership with parents and the school’s community supports a positive learning environment.

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

1 Context

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

Pukete School is located in the northern suburbs of Hamilton and caters for students in Years 1 to 6. The current roll of 426 includes 32% of students who identify as Māori. An increase in roll numbers has resulted in the Ministry of Education establishing an enrolment scheme in 2013. This scheme limits the school from enrolling students from outside the designated zone.

Since the last ERO review a new deputy principal has been appointed, there have been changes in the board of trustees, classrooms have been renovated to a high standard and a new playground constructed. The school has a positive reporting history with ERO and areas identified for review and development in the 2011 ERO report related to senior management and te reo Māori have been addressed.

The school benefits from dedicated staff who access a wide range of professional development opportunities including te reo Māori, writing, mathematics and e-learning. Current major focuses for review relate to establishing a digital infrastructure and the Pukete School Curriculum. A recent comprehensive review of the school’s vision and virtues has resulted in clear school direction and purpose.

2 Learning

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

The school makes effective use of achievement information to make positive changes to learners’ engagement, progress and achievement.

Class assessment information is well used by teachers to design appropriate programmes for groups and individual students. A variety of support programmes are available and skilled teacher aides are effectively used for students requiring extra support in their learning. These students have individual education programmes which are carefully monitored. School-wide assessment data is informing board resourcing decisions, management of achievement targets, and specific professional development.

School-wide student achievement information for 2013 shows that most students are achieving at or above National Standards in reading and mathematics. The school recognises that further raising student achievement in writing is an identified strategic goal in line with national priorities. Teachers are engaging in appropriate professional development to improve writing instruction. They are continuing to develop strategies that enable students to take more responsibility for their own learning, and provide more specifically analysed student achievement information to inform planning. Senior leaders recognise the need to strengthen teacher expectations for determining overall teacher judgements about achievement in relation to National Standards.

The school has introduced three way conferencing that involves students, parents and teachers. Reporting to parents clearly demonstrates student progress and achievement in relation to National Standards.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. There is an appropriate emphasis on literacy and mathematics, and an increasing use of e-learning tools and strategies to enhance learning.

ERO observed high quality, effective teaching practices across the school. In these classrooms teachers use a variety of teaching strategies to focus students on their learning. They know students well and demonstrate positive interactions with students within motivating learning environments.

Students are engaged in stimulating and relevant learning programmes. They have opportunities to participate in a broad range of learning experiences within and beyond the school environment. Bi-cultural values are fostered and there are leadership opportunities for all students.

Teachers are highly committed to building their professional knowledge and capacity. They are engaging in a more focused approach to improving the progress and achievement of students who are at risk of underachieving. It is important that teachers continue to develop this approach where they are encouraged to reflect and refine their teaching practice.

A strong emphasis is placed on the importance of a safe and inclusive culture that caters for students’ social, academic and wellbeing needs. Students take pride in their school and demonstrate a sense of belonging.

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

The school effectively promotes educational success for Māori as Māori. Māori learners are actively engaged in their learning and achieving well.

School-wide student achievement information for 2013 shows that Māori students make significant progress in reading, writing and mathematics throughout the year. Overall, Māori students at Pukete School are achieving above national average results for Māori.

The school is developing a culture that embraces the needs and aspirations of Māori students and their whānau. Management and teachers demonstrate this commitment through the integration of te reo and tikanga Māori in formal and informal routines and celebrations.

4 Sustainable Performance

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

Pukete School is well placed to sustain and improve its performance because:

• governance is effective and trustees make good use of school information to set direction, make resourcing decisions and improve student outcomes
• the experienced principal is providing strong professional leadership focused on maintaining an inclusive and supportive school culture
• the newly established senior leadership team is establishing a strong strategic approach to achieving the school’s vision and is focused on improving teaching effectiveness and learning outcomes
• the school’s values, tone, climate, culture and community engagement and relationships provide a strong foundation for sustaining and improving student learning.

The board and senior leadership team acknowledge the need to continue to strengthen self review processes that focus on sustaining the momentum of continuous 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
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

Conclusion

Students from Pukete School benefit from a school focus on improving school development and outcomes for all learners. A change in the senior leadership team has resulted in well-delivered professional development and better use of student achievement information. An effective partnership with parents and the school’s community supports a positive learning environment.

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

Dale Bailey

National Manager Review Services Northern Region

29 September 2014

About the School

Location	Hamilton
Ministry of Education profile number	1908
School type	Contributing (Years 1 to 6)
School roll	426
Gender composition	Boys 51% Girls 49%
Ethnic composition	NZ European/Pākehā Māori Indian Chinese Samoan Other	52% 32% 3% 3% 2% 8%
Review team on site	August 2014
Date of this report	29 September 2014
Most recent ERO report(s)	Education Review Education Review Education Review	September 2011 August 2008 June 2005