Point Chevalier School Rangi-mata-rau

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.

About the School 

Point Chevalier School Rangi-mata-rau provides education for students in Years 1 to 6. The school’s roll is 607, with twelve percent of students of Māori descent and six percent of Pacific heritage. The school has three pillars of learning - We learn | He Tūranga Ako, We belong | He Tūrangawaewae and We participate | He Tūranga Kuhukuhu; these are underpinned by six core values.

Part A – Parent Summary

Progress since September 2022 ERO report

ERO and the school worked together to evaluate how well school conditions led to enhancing Māori and Pacific learner connections and agency (students taking responsibility for their learning). The school expected to see:

• Māori and Pacific learners consistently well supported to achieve success through a strong and secure sense of their cultural identity
• effective teaching underpinned by relational and culturally responsive practices that continuously improved outcomes for students
• strengthened relationships with Māori whānau and Pacific families to enrich opportunities for all learners.

During the course of the evaluation, it was found that achievement outcomes improved for most Māori and Pacific learners. Learners have a strong sense of their cultural identity that is supported through a range of meaningful learning experiences. Teachers continue to focus on the consistent use of teaching strategies and practices that promote learners’ languages, cultures and identities. Relationships with Māori whānau and Pacific families continue to strengthen, with regular opportunities for them to engage in their child’s learning.

How well placed is the school to promote educational success and wellbeing?

Achievement in Years 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Attendance

The school is approaching the target of 80% regular attendance.

The school is developing a suitable plan to improve attendance.

Regular attendance is improving towards or beyond the target.

Chronic absence is not yet reducing over time. 

Assessment

The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.

Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

The school has 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 and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
 

Part B - Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

• Learners progress and achieve very well in reading, writing and mathematics; inequity between groups of learners is well known and these learners’ needs are purposefully responded to.
• Learners’ strong sense of belonging, wellbeing and pride in their school is evident; they experience a positive, inclusive and supportive learning environment that celebrates their cultures, languages and identities.
• Leadership continually prioritises the improvement of student learning and outcomes through strategic planning; targeted initiatives extend positive outcomes for learners.
• Leaders and teachers are establishing structured literacy in teaching and learning programmes and are taking steps to plan for the implementation of structured mathematics in 2025; a consistent focus on supporting all learners to gain sound foundation skills in literacy and mathematics is evident.
• Learners experience a broad range of meaningful learning opportunities linked to local contexts; leaders and teachers continue to strengthen the integration of curriculum initiatives and programmes that draw on te reo Māori, tikanga Māori and te ao Māori.
• Well-considered staff professional development is targeted, planned and purposefully implemented for ongoing improvement of teaching and learning.
• A strong schoolwide culture of collaboration supports leadership and teachers to systematically reflect on and adapt their practice to improve teaching and learning and positively impact learner outcomes.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• continue to review initiatives to increase the regular attendance of all students
• refine the curriculum, integrating the new literacy and mathematics requirements to sustain student progress and achievement
• embed te reo, tikanga and te ao Māori so that staff and learners continue to develop confidence in their knowledge and understanding of Aotearoa New Zealand
• continue to strengthen effective teaching, learning and assessment practices to ensure students’ active engagement in their learning.

The agreed actions for the next improvement cycle and timeframes are as follows.

Every six months:

• review the impact of initiatives to improve students’ regular attendance and identify further action
• continue to provide professional learning opportunities that strengthen teachers’ understanding and use of highly effective teaching, learning and assessment practices
• review the progress made towards refining the school’s curriculum to support future planning and action.

Annually:

• review and report to the board on student attendance, progress and achievement information to support ongoing strategic decision making for improvement
• evaluate the impact of teaching, learning and assessment practices on students’ engagement, progress and achievement and use this to inform next steps
• evaluate progress with embedding te reo, tikanga and te ao Māori in teaching and learning.

Actions taken against these next steps are expected to result in:

• more students attending school regularly and sustained high levels of achievement in reading, writing and mathematics
• a curriculum that continues to engage all learners; resulting in equitable and excellent outcomes
• learners and teachers confident in their understanding and use of te reo Māori, tikanga Māori and te ao Māori
• learners that actively participate in the learning process and take responsibility for their learning.

Part C: Regulatory and Legislative Requirements

Provision for International Students 

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.

At the time of this review there were four international students attending the school.

The school has highly effective and ongoing processes for annual self-review that provide reliable information about aspects of the provision for international students. Good systems are in place for monitoring the wellbeing and progress of international students. Students are actively included in the school community and have the opportunity to participate in a range of learning experiences.

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

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

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Acting Director of Schools

25 February 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home