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Ero review 2012

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  • 1. Pukekohe Hill School 21/12/2012 From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012 © ERO 2010 Page /1 9 Pukekohe Hill School Education Review 1 Context 2 2 Learning 3 3 Curriculum 5 4 Sustainable Performance 7 About the School Location Pukekohe, Auckland Ministry of Education profile number 1451 School type Contributing (Years 1 to 6) School roll 604 Gender composition Boys 56% Girls 44% Ethnic composition NZ European/Pākehā Māori Indian other European Tongan other Asian other Pacific African 50% 22% 8% 7% 4% 4% 3% 2% Special Features Satellite class from Parkside School Review team on site November 2012 Date of this report 21 December 2012 Most recent ERO report(s) Education Review Education Review Education Review June 2009 June 2006 November 2002
  • 2. Pukekohe Hill School Education Review Report 21/12/2012 From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012 © ERO 2010 Page /2 9 The Purpose of an ERO Report The purpose of ERO’s reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. An ERO school report answers the question “How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Māori students, Pacific students and students with special needs. ERO also reports on the quality of the school’s systems for sustaining and continuing improvements. Disclaimer Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington. Please consult your telephone book, or see the ERO web page, , for ERO office addresses.http://www.ero.govt.nz 1 Context
  • 3. Pukekohe Hill School Education Review Report 21/12/2012 From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012 © ERO 2010 Page /3 9 1 Context What are the important features of this school that have an impact on student learning? Pukekohe Hill School is a large, long-established primary school. It has a strong sense of history and serves a culturally diverse community in Franklin. Many families stay in the community for only short periods. School information shows that just over half of the students in Year 6 began their schooling as a new entrant at this school. The board and senior leaders responded positively to ERO’s previous report, using it as a basis for strategic planning over the past three years. Professional learning that has supported developments in the school includes: a focus on leadership and assessment numeracy and literacy teaching and learning increasing student awareness of their own learning. In 2010 the school community revised the school’s vision and mission statements and created a new school logo to better reflect the community and school setting. Since 2011, the school has been working with a Ministry of Education (MoE) Student Achievement Function Practitioner (SAF). As a result an action plan to further raise Māori and Pacific student achievement has been developed. Another important feature has been the school’s Involvement with a cluster of Pukekohe/Franklin schools and early childhood centres in the Te Huarahi initiative to strengthen partnerships with Māori whānau and improve the achievement of Māori students. 2 Learning
  • 4. Pukekohe Hill School Education Review Report 21/12/2012 From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012 © ERO 2010 Page /4 9 2 Learning How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement? The board and senior leaders use achievement information well. Achievement reports indicate that most students achieve at or above the National Standard in reading, writing and mathematics. Senior leaders analyse data for the whole school, for separate groups and report this information to the board. It would also be useful to report to the board on trends and patterns of achievement over students’ time at school, to demonstrate the impact of teaching and learning practices on outcomes for students. The board and senior leaders identify and set school-wide targets that focus on accelerating the learning of priority students to help them meet the appropriate National Standard. These target priorities inform the school’s professional learning focus and resource allocation. Senior leaders monitor and report to the board on achievement progress during the year. It would be useful for the board if senior leaders made the progress of targeted students more explicit in their reports. Senior leaders and teachers make good use of a wide variety of valid, reliable achievement information to: identify students with special abilities and needs, and those at risk of not achieving inform some in-class ability groupings, support programmes and strategies to accelerate progress consider the success of school initiatives support students to set goals and to understand ways of identifying and monitoring their own progress and achievement. Teachers increasingly use plain language in their twice yearly reports to parents. These reports are useful for parents to support ongoing learning at home. Students are confident and collaborative in their interactions with their teachers and each other. Respectful and supportive relationships are evident throughout the school. There are examples of tuakana/teina relationships where older or more able students support and are role models for their peers. The school’s vision of supporting lifelong learners is evident in the ways that staff promote student self management, risk taking, independent thinking and learning, and in the high levels of student participation in classroom discussions.
  • 5. Pukekohe Hill School Education Review Report 21/12/2012 From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012 © ERO 2010 Page /5 9 The board and teachers have worked to strengthen relationships with and increase the involvement of families in school life. They have worked positively with the Ministry of Education to respond to suggestions from the Pacific community and have formulated plans to raise the achievement of Pacific students. The senior leadership team is now developing ways to better evaluate the effectiveness of interventions and initiatives introduced to accelerate student achievement. 3 Curriculum
  • 6. Pukekohe Hill School Education Review Report 21/12/2012 From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012 © ERO 2010 Page /6 9 3 Curriculum How effectively does this school’s curriculum promote and support student learning? The school’s curriculum is linked with the board’s strategic direction and promotes and supports student learning effectively. The school’s curriculum is based on The New Zealand and strongly reflects local contexts. It places an emphasis on literacy andCurriculum numeracy teaching and learning. Alongside these areas, teachers deliver the other essential learning areas within an integrated approach. Useful guidelines for presenting the school curriculum are well documented and classroom implementation is closely monitored. Teachers and children use resources well to support learning programmes. Children use information and communication technology tools competently. Classroom environments and programmes are strongly learning focused and are welcoming and well organized. Good quality teaching practices are generally consistent throughout the school. The focus of teachers’ professional learning and development is highly evident and teachers regularly reflect on their teaching and learning. There are good examples of teachers continuing to strengthen their evaluation of the effectiveness of programmes in promoting positive outcomes for students. ERO and senior leaders agreed that in order to enhance teacher self review senior leaders should: continue to establish expectations and guidelines for evaluation extend teachers’ understanding about in-depth inquiry into their practice. How effectively does the school promote educational success for Māori, as Māori? The school is continuing to build on recent positive developments to meet the goals of Te Huarahi. Through this initiative the school has made progress in raising the achievement and attendance of Māori students and involving whānau in their children’s education. Tailored professional development has increased teacher understanding about culturally appropriate practices for teaching Māori students. Linking the MoE publication: Tātaiako, Cultural , to performance management systems should enhanceCompetencies for Teachers of Māori positive outcomes for Māori students. Teachers focus particularly on supporting Māori students who are not succeeding to their potential. Separate information about Māori student progress is shared with the board as part of the regular student achievement report. Information shows that Māori students are making steady progress in relation to National Standards over the year.
  • 7. Pukekohe Hill School Education Review Report 21/12/2012 From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012 © ERO 2010 Page /7 9 Whānau support the school’s plan to establish a Māori enrichment class for senior students in 2013. Student leadership and identity is supported through a strong kapa haka, school ambassador programme and Māori concepts are included in classroom programmes. Regular whānau hui and a whānau survey provide opportunities for consultation. A hauora room has been established where the school is able to engage with the community. Links have been established with the nearby Ngā Hau e Whā marae. The school is situated in Tainui and senior leaders should now consult with kaumātua about establishing an appropriate kawa for school events. 4 Sustainable Performance
  • 8. Pukekohe Hill School Education Review Report 21/12/2012 From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012 © ERO 2010 Page /8 9 4 Sustainable Performance How well placed is the school to sustain and improve its performance? The school is well placed to sustain existing good practices and continue to improve its performance. The board is well informed, has pride in the school and is conscientious about its legal obligations. Trustees work collaboratively with senior leaders and are transparent in their governance role. They have established good systems for self review and use achievement data to inform resourcing decisions, with a focus on improving outcomes for students. Many teachers and trustees have served the school for long periods of time. A recent focus on investigating the school’s history has drawn the community more closely into the school. Improved communication and relationships with families contribute to the ongoing sustainability of the school. There is good alignment between the board’s strategic plan, self review, school operations and the curriculum. The board could consider refining policies and procedures to reflect the board’s awareness of the distinction between governance and management. Senior leaders have developed indicators of achievement and core competencies that support the school vision statement. They will use these to critique performance and identify ways to enrich school practices. The school has allocated resources to foster improvements for Pacific students and to strengthen community and whānau relationships. Ongoing professional development with Te Huarahi and with other external providers is likely to support continuing improvement in the school. Provision for international students The school is a signatory to the Code of Practice for the Pastoral Care of International (the Code) established under . NoStudents section 238F of the Education Act 1989 international students were enrolled at the time of the ERO review. Board assurance on legal requirements Before the review, the board of trustees and principal of the school completed the ERO Board . In these documents they attested that theyAssurance Statement and Self-Audit Checklists had taken all reasonable steps to meet their legislative obligations related to: board administration curriculum
  • 9. Pukekohe Hill School Education Review Report 21/12/2012 From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012 © ERO 2010 Page /9 9 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 four-to-five years. Makere Smith National Manager Review Services Northern Region (Acting) 21 December 2012

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