Pukeokahu School

School Evaluation 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.

Context 

Pukeokahu School is a rural sole charge primary school providing education for students in Years 1 to 8. It is located in the Rangitikei District. The school’s vision and values outline the priority that all learners will care, lead, learn and flourish as they strive to achieve their potential and be confident and active in all that they do.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part B: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

• The majority of students achieve at or above curriculum expectation in reading, writing and mathematics.
• Learners needing additional support are identified and provided with effective support to learn and progress to meet their goals. 
• A range of effective programmes and initiatives have been put in place that promote and support wellbeing for learning.
• The majority of students attend school regularly in relation to the Ministry of Education target; leadership monitors student information and works closely with whānau to support improved attendance. 

Conditions to support learner success

• Leadership to improve student outcomes for diverse learners is coordinated, well supported and resourced.
• Leaders work collaboratively with staff to strengthen practice through focused professional learning.
• Leadership builds and leads educationally focused relationships with local school networks and community groups that supports student learning and wellbeing.

• Teachers use a range of resources and effective teaching strategies that support student engagement to meet their identified needs.
• Staff know learners well and work together to provide purposeful, well-paced learning contexts for all, including opportunities to learn with students from other schools.
• Developing and implementing a school curriculum that clearly outlines expectations and is responsive to localised contexts is a continued focus.

• Wellbeing information is monitored regularly to promote and respond to learners’ wellbeing and engagement in learning.
• Parents and whānau are provided with a wide range of opportunities to be actively involved in their children’s learning.
• The board effectively uses information and data to make decisions for resourcing that promotes improving student learning.
• Strengthening partnerships with mana whenua to enhance learners’ connectedness to the local community is a focus.

Part B: Where to next?

The agreed next steps for the school are to: 

• support teachers to further develop consistent and effective teaching practices to promote ongoing learner success, particularly in writing and te reo Māori
• continue to strengthen responsive practices and partnerships with whānau and mana whenua
• gather and use whānau and community aspirations to further inform curriculum priorities
• evaluate mathematics and literacy programmes to determine their effectiveness in accelerating learning and inform next steps for ongoing improvement. 

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

Within six months:

• evaluate current mathematics and literacy programmes to know their effectiveness for improving outcomes
• consult with whānau and community to gather aspirations to inform future learning priorities
•  continue with professional learning and development to support increased teaching capability in writing and te reo Māori.

Every six months:

• Gather, analyse and report all students’ attendance, wellbeing, achievement and progress outcomes to parents
•  report to the board about progress of target learners and school-wide progress and achievement.

Annually:

•  evaluate the impact of interventions to identify the most effective strategies and ensure they are used consistently to improve all students’ progress and achievement
• evaluate the impact of professional development for teachers in promoting positive outcomes for all students 
• use findings from community consultation and evaluation to inform and develop the strategic and annual improvement plans.

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

• accelerated learning in reading, writing and mathematics for all students
• a localised and responsive curriculum that promotes equity and excellence for all students
• staff knowing what is effective in promoting improved student learning outcomes
• strengthened responsive practices that support learners to use te reo ona tikanga Māori. 

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.

Shelley Booysen
Director of Schools

28 August 2024

About the School

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