Pokeno School - 24/04/2019

Findings

Pokeno School has made good progress addressing the areas for improvement of the 2017 ERO report. The principal, deputy principal, trustees and teaching staff demonstrate a commitment to addressing the learning needs of students. The school is well placed to sustain and continue to improve its performance.

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

1 Background and Context

What is the background and context for this school’s review?

Pokeno School is located in the township of Pokeno and is a full primary school catering for Year 1 to 8 students. The school’s roll of 264, includes 87 Māori students. The school continues to have significant roll growth reflecting the ongoing urban development in the town. Since the last ERO review in 2017 there been a number of new teachers appointed.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

  • the use of achievement information at all levels of the school
  • building teacher capability to accelerate achievement
  • culturally responsive practices
  • internal evaluation.

Progress

Pokeno School has made good progress in responding to the priorities identified in the 2017 ERO report. The school is more effectively responding to Māori and other students whose learning and achievement need acceleration.

The use of achievement information at all levels of the school

Leaders and teachers have implemented useful systems to effectively use student achievement information. The school’s 2018 data shows a significant increase in achievement in reading and writing, and high levels of achievement in mathematics have been maintained. The historic disparity between Māori and non-Māori has reduced over time and is now minimal. These improvements in achievement have been supported by the improved alignment of annual achievement targets, identification and monitoring of target students, and more robust ongoing analysis of progress. There remains a gender disparity between boys and girls in reading and writing, and greater disparity in mathematics.

Building teacher capability to accelerate achievement

Leaders and teachers are working collaboratively to build their capability in order to accelerate learning and achievement for those students who need this. There are useful school-wide discussions about the progress of individual students and learning partnerships established with parents of at-risk learners. Leaders and teachers have developed useful systems to closely track students’ progress and use data well to better inform teacher practice.

Culturally responsive practices

The school has a strong commitment to promoting culturally responsive practices and pedagogies. There is an inquiry-based plan in place that is supporting the strengthening of these practices.

Internal evaluation

Senior leaders have made improvements to the organisational conditions that promote evaluation, inquiry and knowledge building. Professional learning and development (PLD) in teaching as inquiry has supported leaders and teachers to better reflect on the effectiveness of targeted interventions.

3 Sustainable performance and self review

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

Pokeno School is well placed to sustain and continue to improve its performance. The school has identified the need to continue promoting equity and excellence. Senior leaders understand the importance of strengthening and refining the following:

  • internal evaluation practices
  • deepening teacher understanding of formative assessment practices.

Trustees and senior leader are planning strategically for identified roll growth. Senior leaders have prioritised and refined the school’s mentoring and induction programmes for integrating new teachers to the school.

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

Pokeno School has made good progress addressing the areas for improvement of the 2017 ERO report. The principal, deputy principal, trustees and teaching staff demonstrate a commitment to addressing the learning needs of students. The school is well placed to sustain and continue to improve its performance.

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

Phil Cowie

Director Review and Improvement Services Central

Waikato / Bay of Plenty Region

24 April 2019

About the School

Location

Pokeno

Ministry of Education profile number

1442

School type

Full Primary (Years 1 to 8)

School roll

264

Gender composition

Boys 54% Girls 46%

Ethnic composition

Pākehā
Māori
Pacific
Asian
Indian
Other

43%
33%
7%
6%
4%
7%

Review team on site

December 2018

Date of this report

24 April 2019

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2017
February 2014
February 2012