Te Pohue School - 04/06/2014

1 Context

What are the important features of this school that have an impact on student learning?

Te Pohue School is a rural primary school, located 45 kilometres from Napier along the Napier to Taupo Road. At the time of this ERO review the roll was 38, with 27 students identifying as Māori. There are two classrooms, junior and senior.

The school’s core values are recognised and understood as the guiding framework for learning and behaviour. Positive, affirming relationships amongst students, staff, whānau and the community contribute to a sense of belonging and ownership.

Trustees and teachers have addressed the areas identified for review and development in the April 2011 ERO report.

2 Learning

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

Teachers gather, collate and use student achievement data to make positive changes to learners’ engagement, progress and achievement. Information is used to make decisions about students’ achievement and moderate teacher judgements in relation to the National Standards. Teachers are continuing to strengthen these systems and processes as they use them.

Students with special needs are appropriately identified. The school has implemented a range of interventions, including using teacher aide expertise, to meet these students’ needs.

Trustees receive reports that show a clear picture of student progress and achievement over time. This information is used to make decisions about resourcing. Data reported to the board at the end of 2013, shows that many students were achieving at or above in relation to the National Standards in reading, writing and mathematics. However, the school has identified that Māori students overall are achieving below their peers. Specific targets have been set and teachers are tracking and monitoring the progress and achievement of these learners through an inquiry process. ERO has identified the need to explore and use effective teaching strategies that deliberately accelerate student progress.

Teachers report to families and whānau in informal and formal ways. They use learning journals and write reports about student progress and achievement in relation to the National Standards in reading, writing and mathematics. The principal agrees with ERO’s evaluation that these reports should be reviewed to ensure that they are clear for parents.

3 Curriculum

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

The Te Pohue curriculum provides students with a wide range of opportunities to engage and participate in learning experiences. A focus on values and key competencies contributes to the promotion of students’ wellbeing. Teaching and learning programmes, including student inquiry learning, are well aligned with The New Zealand Curriculum. All students have opportunities to increase their understanding of te reo me ngā tikanga Māori. Teachers share ideas and plan learning experiences together.

Affirming behaviour management practices focus on clear routines that contribute to effective levels of collaboration with other students and teachers. The classroom environment is well organised and suitably supports students’ learning.

Students engage with each other in a positive school climate and calm learning environment. They are known well by teachers. This contributes to their sense of belonging.

Students are involved in a range of leadership activities. These opportunities and other school systems and practices support students’ pastoral care.

ERO has identified that it is timely to review the curriculum to ensure it clearly reflects the school community.

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

All students have opportunities to learn through culture about te ao Māori. Some succeed well and others are involved in appropriate support programmes. Strategies supporting Māori success include gathering whānau feedback, the sharing of specific Māori student achievement and participation in kapa haka. Planned initiatives in 2014 include Māori community consultation. It is timely for staff to:

  • identify and collate the successful teaching strategies used by teachers to promote educational success for Māori students
  • consider with whānau what a successful Māori student profile looks like at Te Pohue School. Aspirations of whānau for their children should underpin this direction to promote educational success for Māori, as Māori.

4 Sustainable Performance

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

Trustees are committed to, and have a clear understanding of, their governance roles and responsibilities. They are well informed and use information from consultation and achievement data to make decisions which are focused on improving student outcomes.

The principal supports staff and provides opportunities for them to take on leadership initiatives within the school. Teachers work collaboratively with each other to share ideas and reflect on their practice. Professional learning and development is valued and supports teachers in growing their professional practice. Appraisal affirms teaching and the principal acknowledges the need to continue to strengthen this process to ensure teachers are receiving specific feedback.

Trustees, leaders and staff promote and develop links with parents and caregivers. A wide range of communication methods are used to share important information between families and the school. Parent feedback is valued and regularly sought and used.

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.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in three years.index-html-m2a7690f7.gif

Joyce Gebbie

National Manager Review Services

Central Region

4 June 2014

About the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Female 20

Male 18

Ethnic composition


NZ European/Pākehā



Review team on site

April 2014

Date of this report

4 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2011

May 2008

May 2005