27 Waikare Road, Putorino
View on mapOn the basis of the findings of this review, ERO‘s overall evaluation judgement of Putorino School’s performance in achieving valued outcomes for its students is: Developing.
Putorino School is a small rural primary school north of Napier. At the time of this external evaluation, there were 20 students enrolled, including 12 Māori students. This is a significant overall roll increase since 2017 and many are new to the school in 2019.
A first-time principal was appointed at the start of 2019. The previous principal had led the school in 2017 and 2018. The board is made up of local community and parent representatives. A small number of trustees provide stability and help with succession planning for the future.
The June 2017 ERO report identified a number of significant issues that needed to be addressed to ensure that suitable school systems were in place for teaching, learning and governance. In response, external expertise and support have been accessed to address these matters.
The school is developing conditions to promote positive learning for students. Good progress has been made in: establishing a foundation curriculum document; board understanding of governance and ongoing review of policy and procedure and practices. Teacher engagement in appraisal, professional learning and development and use of inquiry is underway.
The June 2017 ERO report identified a number of areas for review and development, including the need to:
Good progress is evident in the development of a useful curriculum document to guide teaching and learning. This reflects the intentions of the New Zealand Curriculum and includes appropriate assessment expectations. The use of an online tool, to electronically share students’ learning, has been initiated. Termly parent meetings are developing to build learner-centred relationships between school and home.
The school continues to have a positive tone with respectful relationships between students and with staff. There is a focus on using contexts that celebrate the school’s rural setting.
For equity and excellence in Māori and all students’ progress, a central focus for 2019 is raising student achievement in literacy and mathematics. The board received dependable student achievement information from the principal that enabled annual target setting for 2019.
Trustees have promptly responded to the changing needs of learners by allocating extra teacher aide resource. More external agency expertise is being accessed to help individual students with specific learning requirements. Individual education plans are beginning to be evaluated for the impact of strategies on students’ learning outcomes.
Professional learning and development provision, for new leaders and from the literacy advisor, have made a positive difference to staff capability and student achievement. Their expertise is responsive and central to the sustainability of ongoing school developments for students. The new principal has begun to join other local professional networks, including working with local Ministry of Education advisors.
The teacher and principal appraisal system in place meets requirements and is beginning to encourage growth in professional practice. The use of external appraisers enriches the process. Teachers are beginning to meaningfully inquire into how their practice contributes to the acceleration of progress for those students that need this. There is a clear focus on all students, including Māori learners.
The board, principal and staff should continue to:
further develop the school curriculum to include:
assessment strategies that encourage students to lead and understand their learning
increased culturally responsive opportunities that celebrate the uniqueness of Putorino and local Māori history, including building relationships with whānau Māori and local hapū and iwi
build learning-based partnerships with parents, whānau and families to encourage positive conditions and experiences for students.
The board, principal and staff are developing improved, more coherent conditions to promote positive learning opportunities for students and continuity in school systems and practices.
The board has improved its governance practices and regularly reviews policies and procedures. Annual planning improvement targets respond to students’ learning needs. Trustees are proactive in seeking external advice and guidance to better undertake their roles and responsibilities. Succession planning for mid-2019 board elections is well in hand.
Trustees, the principal and staff are beginning to use aspects of internal evaluation to consider school development. This includes reflection, review, appraisal, inquiry and monitoring of students’ progress and achievement. Continuing to develop these evidence-based practices should help sustain ongoing developments for students.
The compliance issues identified by ERO in 2017 have been addressed.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
On the basis of the findings of this review, ERO‘s overall evaluation judgement of Putorino School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall School Performance is available on ERO’s website.
Phil Cowie
Director Review and Improvement Services
Central Region
3 May 2019
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Location |
Putorino |
|
|
Ministry of Education profile number |
2658 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
20 |
|
|
Gender composition |
Female 10, Male 10 |
|
|
Ethnic composition |
Māori |
12 |
|
Review team on site |
March 2019 |
|
|
Date of this report |
3 May 2019 |
|
|
Most recent ERO report(s) |
Education Review |
June 2017 |
Putorino School is a small rural school located north of Napier. The school caters for children from Years 1 to 8. At the time of this ERO review there were 10 children, including five who identify as Māori.
At the beginning of 2017 the school appointed a new first-time principal.
The community is highly involved in the school. Trustees bring a range of experience and expertise to their roles on the board.
A purposeful vision and values guide the curriculum. A strong sense of belonging is fostered and children are friendly and confident in their surroundings.
Putorino School has yet to respond effectively to Māori children whose learning and achievement needs acceleration. At the time of the ERO review there was disparity between groups of learners.
The principal’s current focus is on ensuring there is reliable assessment data and that children are engaged in their learning.
Key next steps include:
ERO identified non-compliance with legislation in relation to some key policies and procedures. The board needs to address these issues.
ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.
The school has yet to respond effectively to Māori and other children whose learning and achievement needs acceleration.
Beginning of 2017 data, shows that in reading and writing just over half of all children achieve at or above in relation to the National Standards. For mathematics the number achieving at this level is lower. For Māori children, significant disparity is evident.
The principal is working to improve the dependability of data. Staff are working towards making more in-depth, reliable judgements about achievement and are developing appropriate moderation processes.
The board composition is representative of the learning community. Student learning, progress and achievement is trustees’ core focus. They use data presented to them to inform resourcing decisions in order to maximise learning opportunities for children.
In 2017, the principal has focused on building relationships with learners and establishing a positive environment for learning.
A clear curriculum framework is in place to guide teaching and learning. The principal has identified the need to review and develop the curriculum, in particular to improve student ownership of learning. This should support learners’ understanding about their achievement and how to improve.
A range of assessment tools is providing useful information about student learning needs. This supports teachers to identify learning programmes for individual children, inform teaching strategies and identify professional learning and development areas to better support learners.
School processes require strengthening in order to achieve equity and excellence.
Trustees recognise that support is required to maximise their effectiveness. There is a need to develop further understanding of roles and responsibilities, requirements for school operations and statutory responsibilities.
Developing processes to better target and support those children whose achievement and progress need acceleration is urgently required. Better tracking, monitoring and reporting of student progress against expectations is necessary.
The new principal is seeking support to grow her understanding and implementation of effective leadership practices that support schoolwide improvement.
Planned curriculum development should include:
Continuing to build learning partnerships with parents and whānau is a board priority.
Trustees acknowledge that teacher appraisal requires strengthening to support the growth of professional practice. This should include more robust processes to support adherence to the Education Council requirements for endorsing Practising Teacher Certificates. Teachers’ inquiry into the effectiveness of their practice is not sufficiently linked to improving student outcomes.
The board of trustees and teachers should build understanding of effective evaluation, inquiry and knowledge building to guide schoolwide improvements for equity and excellence of all learners.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
ERO identified areas of non-compliance in relation to some key policies and procedures.
In order to address these the board must:
To improve current practice the board should:
At the time of this review, this school was not well placed to provide conditions for children to achieve educational excellence, or to address in-school disparities. The main areas of concern are:
Leaders and teachers:
ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.
ERO recommends that the school seek further support from New Zealand School Trustees Association to bring about sustainable improvements in governance.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
20 June 2017
|
Location |
Putorino |
|
Ministry of Education profile number |
2658 |
|
School type |
Full Primary School (Years 1 to 8) |
|
School roll |
10 |
|
Gender composition |
Female 7, Male 3 |
|
Ethnic composition |
Māori 5 |
|
Review team on site |
May 2017 |
|
Date of this report |
20 June 2017 |
|
Most recent ERO report(s) |
Education Review March 2014 |