On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Pukekohe High School’s performance in achieving valued outcomes for its students is: Developing.
Pukekohe High School is a coeducational secondary school catering for students in Years 9 to 15 from Pukekohe and its surrounding areas. At the time of the review the school roll of 1708, includes 23% of students who are of Māori descent.
The school’s vision is to provide a positive place of learning where students are challenged, become equipped to fulfill their potential and achieve their aspirations – he wāhi whaimana ki te rapu mātauranga. The strategic goals of the school are to:
Since September 2018, the school has been part of a longitudinal evaluation process with ERO to support building capability for school operation. In addition, the Ministry of Education and the New Zealand School Trustees Association have provided targeted support to address the areas identified in the 2018 ERO report.
The 2018 ERO report identified key areas for improvement as:
ERO identified non-compliance in relation to the endorsement of teachers’ practising certificates, analysis of variance completion and submission, and staff appointment procedures.
Positive progress is evident in all areas.
A recently established collaborative and cohesive leadership team is effectively guiding schoolwide improvement. Leadership capability across the school is being recognised and successfully built to support the strategic direction of the school. More collaborative and inclusive ways of working are evident schoolwide.
Leaders and teachers are regularly monitoring and tracking achievement information. Strengthened systems and improved processes are ensuring students’ progress and wellbeing is at the forefront of decision-making. Target students are clearly identified and known. Middle leaders and teachers are making better use of student achievement data to inform practice and meet the learning needs of targeted students.
Responsive programmes and initiatives are being introduced to better meet the needs of those students most at risk of underachievement. Strong connections with tertiary providers and local businesses are increasing the diversity of the senior curriculum for both vocational and university pathways for students. The school has identified that developing an authentic localised curriculum to guide high-quality teaching, learning and wellbeing is a priority for improvement. This needs to include:
Māori and Pacific cultures are increasingly valued throughout the school and are more visible in the learning environment. Increasing visibility of te reo and tikanga Māori are evident across the school and are supporting an improving response to, and recognition of, students’ languages, cultures and identities. Through more effective communication, leaders and teachers are increasing connections with the community to strengthen responsive practices for Māori and Pacific learners.
Leaders and teachers are continuing to build their confidence and competence in te reo and tikanga Māori. Ongoing engagement with professional development to understand high-quality culturally responsive practice is evident. This is having a positive impact on strenthening relationships with students. Significant growth is evident in the number of students engaging in Te Wahanga Whakaako to learn and extend knowledge of te ao Māori. Further development of culturally responsive and relational pedagogies for schoolwide improvement is an ongoing priority. This needs to include:
The school has the capability to sustain and continue to improve and review its performance.
Trustees are extending their knowledge of effective governance. Roles and responsibilities have been established to action change and improvement.
Evaluative capacity is developing through improved analysis of student achievement information. Growing positive outcomes for Māori, Pacific and males are at the forefront of faculty inquiry for equitable outcomes. Improved use of the student management system is enabling senior leaders, curriculum leaders and classroom teachers to better inquire into effective interventions and strategies for learning.
Trustees, leaders and teachers need to extend their understanding and implementation of effective evaluation to inform ongoing and sustainable improvement. This needs to include:
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:
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
At the time of this review there were 18 international students attending the school.
Well considered and caring support for international students’ wellbeing is highly evident. Learners are encouraged and empowered to be active participants in the life of the school and community. Meaningful self-review informs ongoing improvements to best meet the needs of students.
Pukekohe High School has made positive progress in all areas identified in the September 2018 ERO report. More effective use of student achievement information is ensuring students’ progress and well being is at the forefront of decision making. A more collaborative leadership and teaching team, focused on improving practice to better meet the needs of learners, is contributing to an improving school culture.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Pukekohe High School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
2 February 2021
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.