Puketapu School (Hawkes Bay)

School Context

Puketapu School (Hawkes Bay) is situated in the rural community of Puketapu, near Napier. The school has students in Years 1 to 8. At the time of this ERO external evaluation the school roll was 218, including 21% who identify as Māori. The number of Māori students enrolled has significantly increased since the June 2016 ERO evaluation. There are a small number of international students attending the school.

The school’s valued outcomes for students are that they are “connected, empathetic, confident, actively involved lifelong learners”.

In 2019, the school’s strategic priorities are: raising achievement for Māori students in mathematics and writing; improving pedagogical approaches through digital learning tools to be more culturally responsive to students; and increased understanding and awareness of whānau involvement in learning.

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
• wellbeing for learning
• specific interventions for those children at risk of not achieving.

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?

The school is working towards achieving equitable and excellent outcomes for its students. School‑reported data shows that at the end of 2018 almost all students were achieving at and above expectations in reading. Most students were achieving at and above expectations in mathematics and writing. A high number of students achieve above expectations. Although overall high achievement has been sustained over time, disparity for Māori children and boys remains. The school has yet to achieve equitable and excellent outcomes for all its students.

Student physical and emotional wellbeing information shows that targeted strategies to address student wellbeing are having a positive impact on their learning and achievement.

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

The school has identified that it needs to focus on accelerating learning, particularly for those Māori children who need this and has developed useful systems to identify, respond and monitor progress and achievement of these students.

In 2018, of the students achieving below expectations, more students had accelerated learning in reading and mathematics than in writing. As a result, the school has used this information to inform 2019 targets and actions and strategies needed to accelerate those other students who need this.

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?

Students have access and opportunities to learn in the breadth and depth of the local curriculum that is well aligned to The New Zealand Curriculum. The curriculum is student-focused with clear expectations for positive outcomes for them. Well considered implementation of curriculum initiatives and innovation supports their learning as they engage in a wide range of meaningful and authentic experiences within the school and wider community. The school vision, beliefs and values are inherent in the curriculum.

Learning environments and a range of teaching strategies support children to be well engaged in their learning. Teachers role model learning language and are activators of learning. Children understand and can articulate expectations for their learning. Teachers reflect and inquire into their practice. Children with additional needs benefit from well-planned programmes designed to address their learning priorities.

Trustees, leaders and teachers have strengthened their understanding of te reo Māori, culture and identity and aspirations Māori whānau have for their children. The development and implementation of the te reo Māori curriculum and Māori Education Plan 2019 has been a major focus. The school demonstrates a commitment to strengthening its cultural responsiveness.

School leaders and trustees work collaboratively with a clear focus on providing the best opportunities and outcomes for students. Teachers and students have many opportunities to take on leadership roles. Through leadership there is a clear sense of strategic priorities, goals and direction. Teacher appraisal goals are clearly linked to school priorities – mathematics, cultural responsiveness and digital technologies.

Internal evaluation and self review contribute to improved outcomes for students. Ongoing improvement to achieve equitable and excellent outcomes for students, particularly Māori students, is a major focus for the school. Initiatives and innovation are informed by research and good practice evidence. Parents, students and staff are regularly consulted through surveys. These guide leaders and trustees when considering how the school can continue to improve practice to have the greatest positive impact on students.

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

Trustees, leaders and teachers use data well to guide their decision making. Student achievement information informs teachers about the impact of their teaching on student outcomes. School leaders monitor and report trends and patterns to ascertain the merit of implemented strategies. For equity and excellence of outcome for all students, a key next step is to use these established practices to clearly determine the extent to which initiatives and innovations are accelerating the learning of those students who need this, for more focused decision making.

The school has developed a good teacher inquiry framework. Leaders and teachers continue to explore ways to maximise the impact of teacher inquiry on improving student outcomes.

Strengthening learning-focused partnerships with parents and whānau to support positive outcomes for students is a high priority for leaders, trustees and teachers. Leaders should continue to build links, particularly with Māori whānau, for consistent and sustainable practices across all aspects of school operation.

3 Other Matters

Provision for international students

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 are four international students from Japan attending the school.

Processes for induction and orientation to the school are well considered. Systems for identifying and responding to individual needs and interests are effective.

International students’ welfare needs are well supported, and they benefit from an inclusive environment. They participate in a range of cultural and sporting activities at the school and in the wider community. Students have opportunities to share their cultures with other students.

4 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 Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Puketapu School (Hawkes Bay)’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

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

• a culture of collaboration among trustees, staff, parents and whānau, that maintains high expectations for teaching and learning throughout the school
• deliberate programmes of action that are strongly improvement and future focused
• internal evaluation processes and activities that inform decision making.

Next steps

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

• address the disparity for equitable and excellent outcomes for Māori children and boys
• strengthen and develop consistency of teacher inquiry across the school
• use data from a range of sources, for internal evaluation that determines the impact of initiatives and innovations on student outcomes
• develop and implement consistent and sustainable learning-focused partnerships with parents and whānau to support positive outcomes for students.

Phillip Cowie

Director Review and Improvement Services Central Region

28 May 2019

About the school