Pukekohe Intermediate - 23/06/2016


Pukekohe Intermediate is committed to providing good education for students in Years 7 and 8. Teachers focus on equipping students with skills and competencies to be confident, life-long learners. The school would benefit from more systematic evaluation of the effectiveness of initiatives on promoting positive outcomes for all students.

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?

Pukekohe Intermediate in Franklin District is committed to providing quality education for students in Years 7 and 8. The school’s roll is ethnically diverse. Māori students make up 26 percent of the roll. Many students have English as an additional language

The school has a stable and loyal staff, many of whom have served the school for many years, including the long serving principal. A new deputy principal was appointed in 2015.

The school hosts the Papakura and Franklin Resource Teachers of Learning and Behaviour service and two satellite classes attached to Parkside Special School. The board offers New Zealand education experiences for both long and short-term stay international students.

The school has recently become a member of the newly established Pukekohe Community of Learners group. Their purpose is to work together to develop a supportive pathway for students from early childhood education to primary school through to the end of high school and beyond.

2 Learning

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

Student achievement information is being used increasingly effectively by the board and school leaders to identify priorities to help make positive changes to learners’ engagement, progress and achievement. The board and principal agree that these priorities should include the identification and monitoring of specific groups of students at risk of not achieving.

Overall student achievement using the public achievement information (PAI) shows that between 50 percent and 60 percent of students achieve at or above the National Standards for reading, writing and mathematics. The information is differentiated by year group, gender and ethnicity and is reported to the board. The PAI shows that over the past four years the school has made only minimal shifts in overall student achievement in reading, writing or mathematics.

The school has implemented a variety of systems and processes to moderate overall teacher judgements in regard to National Standards. Leaders and teachers use the Ministry of Education Progress and Consistency tool (PaCT), the purpose of which is to provide greater reliability and consistency in teacher judgements in relation to National Standards.

School leaders are growing the capability of teachers to use student achievement information more deeply. Teachers continue to develop how well they analyse and use the information to inform programme planning and to adapt teaching practice to better meet students’ learning needs.

Parents have many opportunities to discuss their child’s achievement and leaders recognise the value of continuing to develop learning partnerships between families, students and the school for the benefit of all students.

The board and senior managers are aware of the need to lift Māori student achievement. The PAI information shows that the disparity between non-Māori and Māori students’ achievement has decreased in reading. However it has increased in mathematics and has remained the same in writing.

Pacific students constitute three percent of the school roll. School leaders also need to give priority to ensuring that these students are supported to achieve at a similar level to other students.

3 Curriculum

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

Pukekohe Intermediate’s curriculum appropriately promotes and supports student learning. The school’s curriculum is aligned to The New Zealand Curriculum. Literacy and mathematics form the foundation, with an emphasis on student learning through digital technologies. The school provides specialist teaching in science, technology, the arts and physical education. Students benefit from the many opportunities offered to participate in cultural and sporting activities.

Students are engaged in their learning. They are courteous and friendly. Learning community leaders support other teachers to provide programmes that focus on students as confident, capable learners. There is evidence of the respectful learning relationships between adults and students. Teachers continue to increase students’ understanding of their own learning, progress and achievement.

The board continues to resource the school’s focus on implementing equitable e-learning opportunities for students. Modern learning practices and environments are being trialled in order to further increase student engagement with learning.

Teachers are committed to improving practice and have participated in significant professional development over the last four years in literacy. Teachers are increasingly attempting to identify and monitor the effectiveness of their teaching practices in terms of improving outcomes for students.

Senior managers and the Pacific community developed a Pacific Education Plan during 2015. They are in the process of identifying priority actions to implement the plan. The board would benefit from including criteria that will identify the success of the plan on providing more positive outcomes for their Pacific students.

Settled learning environments promote and support student learning. School behaviour expectations are well known to students and underpin the stable school culture. Good systems have been implemented to monitor the progress of students identified on the Special Education Needs Coordinator’s roll. Supportive relationships with external agencies impact positively on these students’ progress.

The board and senior managers agree that in order to continue to improve the school’s curriculum they could consider:

  • reviewing the curriculum in line with current teaching and learning approaches
  • implementing self-monitoring processes that include identifying criteria of success so that they can assure the board of the effectiveness of initiatives for students.

The board and senior managers agree they should:

  • provide students with a more explicit careers education programme
  • offer students the opportunity to learn a second or subsequent language.

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

The school continues to implement strategies that should make it more effective in promoting educational success for Māori as Māori. The board and senior managers should identify criteria that could be used to evaluate the effectiveness of strategies to promote positive outcomes for Māori students.

Twenty-six percent of the school roll identify as Māori. The school celebrates Māori student success and an awards ceremony is very well attended by parents and whānau. Many students participate in kapa haka lessons and te reo Māori awards are given to encourage students growing knowledge. Students participate in and lead powhiri. There are two Māori enrichment classes that offer te reo and tikanga Māori.

The school is responsive to New Zealand’s bicultural heritage. School leaders have been using Tātaiako: Cultural Competencies for Teachers of Māori Learners to improve teachers’ understanding of culturally responsive programmes. The school’s identified values reflect Māori values and the school has implemented a whakatauki.

The board and senior managers agree that they could:

  • review the effectiveness of their strategies for promoting educational success for Māori as Māori
  • develop a Māori education plan in line with Tainui and parent aspirations
  • continue to develop powerful connections with parents and whānau.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. Experienced trustees are developing a strategic plan to support the work of the incoming board. Good systems are in place to support the board’s stewardship role.

Senior managers are collaborative and committed and bring a range of expertise to the role. The principal operates a distributive leadership model including offering leadership opportunities to teachers.

The principal has been reviewing the process for teacher appraisal to ensure that the process offers teachers regular opportunities to reflect, critique and adjust their practice to support learners.

The board engages with parents and whānau in different ways. The board offers Māori parents and whānau the opportunity to meet with senior managers termly and regular student achievement meetings are held. The board has co-opted a Māori community representative to support trustees in engaging with the community. Continuing to respond to parent aspirations should enhance outcomes for learners.

ERO, the board and senior managers agree that the next step for sustainability and improvement planning are to strengthen processes within the school for systematic self review and internal evaluation.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were two international students attending the school. The school has attested that it complies with all aspects of the Code.

ERO’s findings indicate that the programme provided for international students meets expectations. These students receive English language support, as needed, and are well integrated into the life of the school. The principal agrees he should regularly report to the board on the progress and achievement of the international students and the effectiveness of initiatives. Teachers of international students would benefit from training in how to teach students speaking languages other than English.

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.


Pukekohe Intermediate is committed to providing good education for students in Years 7 and 8. Teachers focus on equipping students with skills and competencies to be confident, life-long learners. The school would benefit from more systematic evaluation of the effectiveness of initiatives on promoting positive outcomes for all students.

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

Graham Randell

Deputy Chief Review Officer Northern

23 June 2016

About the School


Pukekohe, Franklin District

Ministry of Education profile number


School type

Intermediate (Years 7 to 8)

School roll


Number of international students


Gender composition

Boys 57% Girls 43%

Ethnic composition









Special Features

Host school: Papakura Franklin RTLB service Two satellite classes Parkside Special School

Review team on site

May 2016

Date of this report

23 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2011

October 2008

December 2005