Peterhead School - 19/06/2014


How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?

Peterhead School is welcoming and inclusive. Parent and whānau involvement is valued. Students participate confidently in meaningful learning. Pride in cultural identity is effectively promoted for Māori and Pacific learners. The school recognises that rates of progress need to increase for some students. Trustees and staff focus on improvement and have high expectations for student success.

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?

Peterhead School caters for Years 1 to 8 students in Flaxmere, Hastings. Of the 510 students on the roll, 67% identify as Māori and 26% are Pacific. Approximately one third of students have attended other schools. An enrolment zone is in place.

The school continues to promote a welcoming, inclusive environment. Parent and whānau involvement is significant and their contributions to school life are valued and supported.

School curriculum and values are underpinned by the Three Kete – ‘Maramatanga - I think, Manaakitanga - I care, Whānaungatanga - I belong'. Involvement in the Positive Behaviour for Learning project (PB4L) has led major review and development of school practices, in consultation with families.

The school continues its good reporting history with ERO.

2 Learning

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

Student assessment information is purposefully used to identify and respond to the emerging needs of students. There is a strong commitment to promoting student progress and achievement across the school.

A range of relevant assessment tools and good processes supports teachers to make robust judgements in relation to National Standards. Schoolwide 2013 data showed overall progress in student achievement in all three priority areas of mathematics, reading and writing. The school recognises that increased rates of progress are needed for significant groups of students. Reported data shows students make good progress in the first year of school.

School leaders use assessment data to make decisions about professional development for teachers, review and modification of curriculum. A major review of the mathematics curriculum and teacher practice is in progress, and positive results are evident. Writing has been appropriately identified as a next area for improvement and plans to review and strengthen this curriculum area are in place.

Schoolwide targets for improving achievement are set and monitored for groups of students. Regular reporting of progress toward targets should help to evaluate the impact of actions taken. Leaders work to improve their analysis of trends and patterns in data. New timeframes for regular reporting about curriculum areas and student achievement are in place. This supports trustees to make appropriate resourcing decisions to promote priority areas.

Teachers are well supported to work together to make sense of student achievement data. They identify priority learner groups and students who require additional support from specialist learning programmes. A newly developed teaching as inquiry process should assist teachers to focus and respond to targeted students and monitor their progress. It should also help teachers identify strategies that work well to increase rates of progress.

English language learners from Pacific families and students with special or complex needs are well supported. A range of well-considered programmes is effectively coordinated and monitored. A useful referral process and comprehensive transition practices are in place. Programmes are well resourced and teachers have appropriate professional learning, as required.

Parents and whānau are partners in their children’s learning. Written reports include clear information about students’ progress and achievement. Specific next steps for learning and how they can be supported at home are shared.

3 Curriculum

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

The curriculum supports students to confidently participate in meaningful learning. The Three Kete provide a framework for students’ academic, social and emotional development. The Peterhead Kawa document shares the vision for successful teaching and learning and recognises Peterhead students’ strengths and needs. Useful, clear expectations and guidelines support successful teaching and learning.

Literacy and numeracy are appropriate priorities. Meaningful experiences, connected to students’ worlds and prior experiences are a feature. Students learn in well-resourced environments. Integrated use of digital technologies supports learning and promotes engagement.

Positive, affirming relationships are evident. Children work well together in their learning. Teachers respond to students’ ideas and questions and help them develop confidence. Children and their whānau experience a strong sense of belonging.

Changes to the make-up of junior classes support new entrants on entry to school. These classes provide a broad, relevant curriculum that responds to their interests and diverse needs. This gives a good foundation for students to be successful and develop useful skills and attitudes.

School leaders have very good processes and practices in place to support effective teaching. They carefully choose professional learning and development for teachers to match priority areas, individual development needs and trends identified across the school. These opportunities help develop teachers’ reflective and collaborative practice.

A sustained focus on positive behaviour for learning and restorative practices has resulted in increased attendance and engagement for some students. This has also enriched partnerships with whānau and aiga and provided clear, consistent expectations for students.

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

A range of rich learning opportunities promote success for Māori students, as Māori. Purposeful inclusion of language and culture supports Māori to be confident, competent and have pride in their identity. Te ao Māori is integrated throughout the curriculum.

Teachers are well supported through external and internal expertise and the community to strengthen their knowledge and understanding of te reo me ngā tikanga Māori. Exploration of Tātaiako: Cultural Competencies for Teachers of Māori Learners and further partnership with Ngāti Kahungunu should continue to strengthen cultural responsiveness.

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

The school intentionally is welcoming and responsive to Pacific students and their families. Use of students’ first language is encouraged and supported. A range of strategies is in place to help students to develop their confidence and identity as Pacific learners.

4 Sustainable Performance

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

The school is well placed to sustain effective practice and promote improved outcomes for students.

Senior leaders work well together to lead change in a thoughtful and carefully planned way. They have high expectations for staff and students. Staff are open to learning. They share and develop their practice to improve outcomes for students.

Self review drives improvement. It is well considered and responsive, focused on student outcomes, and informed by research. School leaders and trustees recognise that increasing the evaluative focus of review, and bringing together initiatives under a clear process should help them to make robust judgements about what is working well.

Trustees represent their community well and show good understanding of their governance role. They are clearly focused on student achievement and improvement. The board provides good opportunities for parents to share their ideas. Trustees are actively involved in school life.

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.


Peterhead School is welcoming and inclusive. Parent and whānau involvement is valued. Students participate confidently in meaningful learning. Pride in cultural identity is effectively promoted for Māori and Pacific learners. The school recognises that rates of progress need to increase for some students. Trustees and staff focus on improvement and have high expectations for student success.

ERO is likely to carry out the next review in three years.index-html-m2a7690f7.gif

Joyce Gebbie

National Manager Review Services

Central Region

19 June 2014

About the School


Flaxmere, Hastings

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Female 54%

Male 46%

Ethnic composition



Cook Islands Māori

NZ European/Pākehā

Other Pacific

Other ethnic groups







Review team on site

May 2014

Date of this report

19 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

March 2011

February 2008

February 2005