Pukerua Bay School - 02/05/2018

School Context

Pukerua Bay School caters for students from Years 1 to 8. It has a roll of 185, with 22% identifying as Māori.

The school’s vision statement, ‘our learning helps our community, our community helps us learn’, is the overarching statement to the recently developed ‘KURA’ values of; Kindness, Unity, Responsibility, Achievement. These underpin the valued outcomes for students across the school curriculum. The 2018-2020 strategic plan prioritises on-going student improvement in wellbeing.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics, in relation to the levels of The New Zealand Curriculum
  • progress in relation to school achievement targets
  • outcomes related to student wellbeing.

The school identifies as an Enviro-school. The current principal took up the position in 2015. Staffing has undergone few changes since 2015. All trustees are new to the Board since 2016.

Pukerua Bay School is part of the Northern Porirua Kāhui Ako. 

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Achievement data overtime shows an increase in achievement against The New Zealand Curriculum levels in reading, writing and mathematics. School reported data shows most students achieve at or above school expectations in reading, writing and mathematics.

Increasing equity for boys in reading and mathematics is evident. However, there is a growing disparity between girls and boys in writing.

Almost all Year 8 leavers achieve at or above school expectation in reading, writing and mathematics.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school continues to develop its effectiveness in responding to Māori and other children whose learning and achievement need acceleration.

Students at risk of underachieving are identified. A range of appropriate strategies, programmes and interventions are implemented in response. Students are monitored throughout the year. Data shows progress for the majority of these students with accelerated progress for some.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Leadership is strongly focused on promoting student’s wellbeing, engagement in learning, and confidence in their identity, language and culture.

The school’s values are an explicit part of the teaching and learning programmes. Teachers focus on supporting students to develop mutual respect for each other, and create an environment to promote wellbeing. Problem solving, risk taking and the development of agency in learning are encouraged. The newly implemented play-based approach contributes to continuity of learning experiences between early learning and school.

The local curriculum is child centred. The breadth of authentic learning opportunities provided for children is an area of strength. The focus on building partnerships with the wider community, including in the Kāhui Ako, provides opportunities to extend and enrich student learning. 

Those requiring additional learning assistance are effectively supported through individual planning and monitoring, consultation with whānau, well‑considered interventions and teaching staff provision. This also supports transitions in, through and out of school.

The board of trustees works collaboratively. They bring expertise and experience to the role and seek appropriate support, guidance and training to build on their knowledge. With school leaders and staff, they gather useful perspectives to set school direction. Whānau and community are actively encouraged and involved in the life and work of the school.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The school should more strategically and relentlessly pursue a small number of well-considered goals. Priority should be given to aligning strategic goals that focus on improved outcomes for learners, with teacher inquiries, appraisal and professional development.

Continuing to strengthen processes to ensure a systematic approach to gathering and analysing data to identify progress and acceleration for all children across the school is needed. This should assist in more clearly knowing the impact of teaching on learner outcomes.

The school’s appraisal process has undergone a number of changes over the last two years. A key next step is to embed and strengthen appraisal processes and practices to ensure that goals promote teacher capability and are linked to measureable outcomes for students.

3 Board assurance on legal requirements

Before the review, the board 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 the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014. 

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • ensure policy guidelines are well understood schoolwide and effectively reflected in practice and operation.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • high levels of engagement and collaborative partnerships with families, that positively impact on children’s learning
  • an inclusive learning environment, that responds to students’ needs, and provides support to promote achievement of equitable outcomes
  • provision of a broad curriculum, that reflects student’s identity, culture and language needs.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • school planning, that more specifically focuses on goals and targets for promoting accelerated progress for all those students that need it
  • strengthening internal evaluation, to support leaders, trustees and teachers to know what is working well and what needs to change to improve outcomes for all children.

[ERO will provide an internal evaluation workshop for trustees and senior leaders]

ERO’s next external evaluation process and timing

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

Patricia Davey
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

2 May 2018

About the school 



Ministry of Education profile number


School type

Full Primary

School roll


Gender composition

Male 52%, Female 48%

Ethnic composition

Māori                                  22%
Pākehā                                72%
Other ethnic groups           6%

Provision of Māori medium education


Review team on site

March 2018

Date of this report

2 May 2018

Most recent ERO report(s)

Education Review             February 2015
Education Review             April 2012
Education Review             November 2008