Pouto School

School Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa. 

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter. 

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.  

About the School  

​​​Pouto School is a small remote school south of Dargaville that provides education for students in Years 1 to 8. The current roll is 7 learners, most of whom are Māori.  

​Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home 

​An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office 

What we know about learner success 

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.  

How well are learners succeeding? ​​The school is working towards high levels of success and progress for all learners.​ What is the quality of teaching and learning? Learners benefit from ​good quality​ teaching practice that improves progress and achievement in reading and writing. How well does the school curriculum respond to all learners needs? 

Learners have ​sufficient​ opportunities to learn across the breadth and depth of the curriculum. 

There is ​an increasingly consistent​ focus on supporting learners to gain skills in literacy and mathematics. 

Learners with complex needs ​are well supported​ to achieve their education goals. 

How well does school planning and conditions support ongoing improvement? ​​The school is establishing planning and conditions that support improvements in the quality of education for learners.​ How well does the school include all learners and promote their engagement and wellbeing? ​​The school reasonably promotes learners’ engagement, wellbeing and inclusion.​ How well does the school partner with parents, whānau and its community for the benefit of learners? 

The school ​reports usefully and accurately​ to parents / whānau about their child’s learning, achievement and progress. 

​​The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.​ 

Student Health and Safety ​​The school board is taking reasonable steps to ensure student health and safety.​ 

Achievement in Years 0 to 8 

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.  

Less than a third  

Less than half  

Small majority  

Large majority  

Most  

Almost all  

0 to 33% 

34 to 49% 

50 to 65% 

65 to 79% 

80 to 90% 

Over 90% 

Reading 

​​A small majority of​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

Writing 

​​A small majority of​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

Mathematics 

​​A small majority of​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

Attendance 

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.  

• The small majority of learners attend school regularly.
• The school is ​approaching​ the target of 80% regular attendance.
• The school ​has​ a suitable plan in place to improve attendance.
• Regular attendance ​is​ improving towards or beyond the target.
• Chronic absence ​is​ reducing over time. 

Assessment 

This section is about how well the school assesses learner progress and achievement. 

• ​​The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.​
• ​​Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.​ 

Progress 

This section is about how well the school supports all learners to make sufficient progress.  

• The school ​is developing​ good quality planning to increase the rate of progress for all groups of students.
• The school ​has to some extent​ improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school ​has to some extent​ extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is making progress towards Government reading, writing and mathematics targets and is likely to meet them by 2030. 

Next steps for improvement 

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.  

Areas of Strength 

• ​​Pouto School has a family-like environment to support students’ wellbeing and sense of inclusion. Its values-based curriculum uses localised contexts for delivery.
• ​The teaching principal is improving key conditions to support more effective teaching and learning focused on lifting achievement in reading, writing and mathematics.  
• ​Teaching and learning are focused on Te Tiriti o Waitangi, structured literacy and mathematics initiatives, and a community-designed curriculum.
• ​Professional capability is enhanced by collaborative networks and trauma-informed practices.​ 

Key priorities  

• Embed structured reading and writing to ensure positive outcomes for learners.
• Implement a structured mathematics programme across the school.
• Improve learner achievement outcomes and attendance. 

Actions to bring about improvement  

Within six months: 

• the School Board and staff create a plan to strengthen current systems and processes to raise attendance and achievement
• the principal implements structured reading and writing teaching and learning programmes in Years 3 to 8
• the School Board supports the principal to access and participate in professional development to support the implementation of structured mathematics across the school
• the School Board and the principal develops a curriculum framework to increase students’ access and engagement. 

Within twelve months: 

• the principal embeds structured mathematics across the school to further improve progress and achievement
• the Board develop and implement a work plan focused on improving attendance, learner outcomes and effective teaching programmes

Annually  

• the School Board and principal monitor and review outcomes for learners in reading and writing
• the School Board and principal review on the implementation of a structured mathematics programme and the impact on student progress and achievement
• the Board evaluate and report on performance against the goals in the strategic plan and improvements in regular attendance and student outcomes.  

Expected outcomes 

• Learner outcomes improved by embedded structured literacy and mathematics programmes.
• Learner outcomes improved by teaching strategies aligned with structured reading, writing and mathematics curricula.
• Regular School Board reviews of the strategic work plan ensure attendance and student outcomes improve. 

Regulatory and Legislative Requirements 

This section of the report is about how the school meets regulatory and legislative requirements.  

Board Assurance with Regulatory and Legislative Requirements 

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing. 

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas: 

Board Administration 

​​Yes​ 

Curriculum 

​​Yes​ 

Management of Health, Safety and Welfare 

​​No​ 

Personnel Management 

​​Yes​ 

Actions for Compliance  

​​ERO and the board have​ identified the following areas of non-compliance during the board assurance process: 

• hold regular trial evacuation practices and report these to the board 
  [Fire and Emergency New Zealand Act 2017; Fire Safety, Evacuation Procedures and Evacuation Schemes Regulations 2018]
• update school policy on reducing student distress and the use of physical restraint to reflect the current Ministry of Education guidelines and ensure that this is shared with the school’s community 
  [s101 Education and Training Act 2020]. 

The Board has since ​addressed​ the areas of non-compliance identified. 

The next public report on ERO’s website will be a School Report and is due within four years. 

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki 
Let’s continue to work together for the greater good of all children 

​​Sharon Kelly​
Director of Schools (Acting)​ 

​​2 September 2025​