Puahue 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

Puahue School provides education for learners in Years 1 to 6. The school has a role of 150 includes, 8% of whom identify as Māori with the rest being Pākehā | New Zealand European. The school’s vision Learning for Life - ako mo te ora underpins a Virtues programme. 

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. 

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.

Attendance

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

• The large 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.

Assessment

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

• 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

This section is about how well the school supports all learners to make sufficient 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 meeting Government reading, writing and mathematics targets set for 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

• High levels of achievement in reading, writing and mathematics have been sustained over time with increasingly equitable outcomes for all learners.
• Wellbeing data shows most students enjoy learning at school, benefit from positive relationships with teachers and peers, and report feeling safe at school.
• Leadership focuses on learners at risk of not achieving and on enabling the school to meet its strategic goals.
• The board makes well-informed resourcing decisions to promote equitable opportunities to learn.
• Learners have a wide range of opportunities to participate and succeed in engaging, meaningful contexts for learning.
• Targeted professional learning supports leaders and teachers to strengthen capability and the consistency of school-wide teaching practices.
• A collaborative approach to data analysis and careful consideration of learners’ needs informs planning for continuous improvement.

Key priorities 

• Sustain high levels of progress and achievement in all areas with a particular focus on accelerating learning in mathematics for priority learners.
• Review and refine school assessment practices.
• Strengthen student learning through a culturally inclusive and place-based curriculum.
• Increase rates of regular student attendance to meet the Government target of 80%.

Actions to bring about improvement 

Within six months: 

• leaders and teachers review teaching and assessment strategies to support accelerated learning, especially in mathematics

Every six months:

• leaders and teachers consider ways to enrich te reo, tikanga, mātauranga and te ao Māori in the school’s curriculum
• leaders monitor, report and refine actions from the school’s attendance plan to increase rates of regular attendance

Annually:

• leaders formally evaluate and report on the effectiveness of actions to sustain accelerated progress, refine curriculum and assessment practices and improve rates of regular attendance.

Expected outcomes

• Enhanced internal evaluation processes enable sustained improvement in learner achievement.
• Schoolwide cultural knowledge strengthened by an inclusive and responsive curriculum.
• Improved rates of regular student attendance. 

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

Yes

Personnel Management

Yes

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

10 October 2025