Pukemiro School - 30/06/2016

Findings

Pukemiro School has experienced considerable change in leadership and governance over the past two years. The school has benefited from the support of a Ministry of Education appointed Limited Statutory Manager. The new principal and teachers should now work together to address low levels of student achievement.

ERO intends to carry out another review over the course of one-to-two years.

1 Background and Context

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

Pukemiro School, located in the North Waikato 17 kilometres west of Huntly, provides education for students in Years 1 to 8. The roll of 50, includes 45 Māori students. The school continues to operate a bus that transports children to school from Huntly and surrounding areas.

Pukemiro School has a long history of poor performance. Following the 2013 ERO review the Ministry of Education (MOE) appointed a Limited Statutory Manager (LSM) to support the board of trustees in the areas of finance, personnel management and employment. At the end of 2015 the principal resigned and a new principal was appointed. A new part-time teacher was also appointed at the beginning of 2016 to share the teaching of the senior class with the new principal. Other teaching staff have remained the same. There have been several changes of trustees over the previous two years and in March 2016 a new chairperson was elected. The MOE revoked the LSM position in April 2016.

Teachers have participated in ongoing professional development in the areas of literacy.

2 Review and Development

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

Priorities identified for review and development

Areas identified for development in the 2013 ERO report included: 

  • supporting trustees to undertake their governance roles
  • strengthening key aspects of professional leadership
  • building teaching capability including strengthening teachers’ use of achievement data to implement targeted teaching programmes
  • implementing systems that support teachers to make reliable judgements in relation to the National Standards.  

Progress

Governance

Trustees have benefited from ongoing training provided by the LSM. They work well together and with the new principal. Trustees are increasingly engaging with whānau and the local community to gather their aspirations for school development. With the support of the LSM, self-review processes to support the board to make informed decisions have been strengthened. Trustees have been successful in improving the school’s financial position to the stage where they now operate an appropriate financial surplus.

Leadership

The new principal has had recent experience in school leadership and has high expectations for teaching and learning at Pukemiro School. In her brief time at the school she has worked hard, with others, to improve the physical environment including reopening the school’s pool, and reorganising and updating learning resources. The principal has also established useful systems to identify and track the progress of students at risk of underachieving. She has accessed appropriate external expertise to support teachers and students.

Teaching Practice

Teachers continue to participate in ongoing professional learning and development to strengthen their teaching of literacy. There are examples of effective teaching practices that engage students in meaningful learning experiences. Some progress has been made in teachers’ use of achievement information to provide relevant programmes to accelerate students learning. ERO observed settled classrooms and positive relationships between teachers and students.

Moderation

Under the guidance of the LSM the school developed some useful processes to support teachers to make reliable judgements in relation to the National Standards. These have yet to be fully implemented. The new principal and teachers need to give priority to further developing and implementing these processes to ensure that overall teacher judgements related to the National Standards are reliable and valid.

3 Sustainable performance and self review

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

Features of the school that contribute to ongoing sustainability include: 

  • improved governance from the board of trustees
  • strengthened professional leadership focused on improving student achievement
  • increased levels of whānau and community involvement in the school
  • the willingness of teachers to participate in ongoing professional learning and development.  

A significant challenge for the board, principal and teachers is the low levels of student achievement particularly in the areas of literacy and mathematics. To address this challenge priority should be given to: 

  • setting targets in the school’s charter that focus specifically on those students achieving below and well below the National Standards
  • regularly monitoring the progress and achievement of these targeted students
  • supporting teachers to build their capability to accelerate the progress of targeted students
  • establishing collaborative partnerships with the whānau of targeted students to support them to help their children’s learning
  • implementing systems that support teachers to reflect on the effectiveness of teaching strategies that promote accelerated learning
  • fully implementing the school’s appraisal process to ensure that teachers receive regular feedback about their teaching practice. 

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.

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

That trustees, school, leaders and teachers use the findings of this report to develop and implement an action plan focused on accelerating student achievement. 

Conclusion

Pukemiro School has experienced considerable change in leadership and governance over the past two years. The school has benefited from the support of a Ministry of Education appointed Limited Statutory Manager. The new principal and teachers should now work together to address low levels of student achievement.

ERO intends to carry out another review over the course of one-to-two years. 

Lynda Pura-Watson

Deputy Chief Review Officer

30 June 2016

About the School 

Location

near Huntly

Ministry of Education profile number

1905

School type

Full Primary (Years 1 to 8)

School roll

50

Gender composition

Boys 26 Girls 24

Ethnic composition

Māori

Pākehā

Cook Island Māori

45

4

1

Review team on site

May 2016

Date of this report

30 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2013

August 2011

June 2010