Putere School

Summary

Putere School is a small rural primary, for children in Years 1 to 8, located approximately 59 kilometres southwest of Wairoa. The current roll is five students from three families in the district. Strong support from families and the community continues to be a feature of the school.

Staffing has remained stable. There have been some changes to board membership.

The school is part of the Wairoa West cluster. It also engages with other local rural schools. This participation supports staff professional learning and development and provides sporting and cultural interaction for students. Putere School has joined the recently formed Wairoa Kāhui Ako | Community of Learning.

The school is a health promoting school.

How well is the school achieving equitable outcomes for all children?

The school has sound systems and processes to support equitable outcomes for children. Most students are achieving well in reading, writing and mathematics. The school is responsive to those children whose learning and achievement needs acceleration. The school has strategies to raise the achievement of all learners.

The school environment has a positive tone. Relationships are warm and respectful. Students experience a broad curriculum and have opportunities to learn in authentic contexts. There is a collective responsibility for, and a strong focus on, student learning and wellbeing.

To further improve outcomes for students the board and principal should:

• further develop internal evaluation to determine effectiveness of practice

• continue to develop a culturally responsive curriculum

• continue to develop robust policies and procedures related to health and safety and appointments.

The school demonstrates strong progress toward achieving equity and excellence in educational outcomes for students.

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 responds well to those children whose learning and achievement needs acceleration. Teachers know the children well and plan appropriately to meet their needs.

The school reports that most children achieved at or above in relation to the National Standard in reading, writing and mathematics. Reported analysis of schoolwide data showed an overall strength in reading. Teachers have identified that mathematics, particularly around number knowledge and strategies, is a focus for 2017.

Processes used by the school for assessment support dependable decisions that inform judgements in relation to National Standards. Teachers work well with others in their cluster to ensure the dependability of their judgements across the curriculum.

Children who require additional learning support are well identified. The school works collaboratively with parents and whānau and external agencies to support participation and engagement in learning.

School conditions supporting equity and excellence

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

The school has robust systems and processes to support equitable outcomes for children.

Children experience a broad curriculum that is responsive to their strengths and interests. It effectively promotes the school’s priorities and supports targets for equity and excellence.

The school environment has a positive tone where relationships between children and adults are warm and respectful. The close partnership with parents and whānau contributes to valued learning-centred relationships. Children work collaboratively and engagement in learning is high.

Learners have opportunities to work in authentic and relevant contexts. Over time they have actively participated in developing the school’s physical environment. The school gardens are integral to their learning.

A range of appropriate and effective strategies is used to engage with parents, whānau and the wider community to support children’s learning. Parents and whānau are well informed about their children’s progress and achievement in relation to the National Standards in reading, writing and mathematics. Their views are sought and valued and these contribute to decision making.

The board and principal are appropriately focused on improving outcomes for students. Trustees are well informed about student achievement. They use this information to effectively allocate resources to support school improvements. 

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

To better promote equity and excellence and sustain good practice the board and principal should:

• continue to develop robust policies and procedures related to health and safety and appointments, to ensure that the board is meeting its legislative obligations

• further strengthen the curriculum to be culturally responsive by weaving te reo me ngā tikanga Māori throughout daily practices.

The June 2014 ERO report identified internal evaluation as a next step. This remains an area for development.

The school should develop internal evaluation to move the focus from what is being done, to the effectiveness of practice and the impact on student learning, progress and achievement.

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. 

ERO identified non-compliance in relation to health and safety policies and procedures, surrender and retention of property and searches of students.

In order to address this, the board must:

• ensure that it has polices, practice and procedures on surrender and retention of property and searches of students.
  [Sections 139AAA - 139AAF Education Act 1989; Education (Surrender, Retention, and Search) Rules 2013]

To improve current practice, the board of trustees should:

• further develop procedures for health and safety to support children’s wellbeing.

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 to:

• further develop internal evaluation to determine effectiveness of practice

• continue to develop a culturally responsive curriculum

• continue to develop sound policies and procedures related to health and safety and appointments.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

23 June 2017

About the school