Review 28 April 2025
LatestSchool 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
Pitt Island School caters for learners from Years 1 to 8, with a current roll of 9. The school roll is 66% Māori learners and 33% European/Pākehā learners. The school has a strong community focus and uses its unique natural environment to enhance learning, which is reflected in the school’s mission statement to create awe and wonder while learning to learn.
Part A: Parent Summary
Progress since the February 2024 ERO report
ERO and the school were working together to evaluate how effectively school practices support learners to transition successfully into, within and beyond school.
The school expected to see:
- a teaching and learning pathway that is explicit at each phase of learning
- a responsive programme that supports ākonga as they transition into, through and beyond the school
- increased student agency, where children are confident to discuss their learning and set meaningful learning goals
- children who are empowered to reflect on their learning achievements and enact next steps.
School leadership has initiated steps to develop a goal setting process with children where they set and reflect on learning goals in literacy and mathematics, as well as in developing social and emotional competencies relevant to their learning pathways. The school’s responsive programme supporting transition into, through and out of the school is beginning to make an impact on learner engagement and progress.
How well placed is the school to promote educational success and wellbeing?
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | The school is improving teaching and learning. |
| 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 successfully 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
Attendance
The remote location of Pitt Island School has a significant impact on regular attendance.
The school is significantly behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Assessment
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
A large majority of the children on the 2025 roll have transitioned into the school this year at a range of Year levels.
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 meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
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
- Teachers develop structured approaches to teaching and learning in literacy and mathematics.
- Most learners achieve at or above expected curriculum levels in literacy and mathematics.
- Leadership is increasing learning partnerships with whānau.
- Learning prioritises the needs and interests of the learners; this supports them to be secure in their unique identities as Pitt Islanders / tangata Rangiauria / Tchakat Rangihaute and strengthens engagement and success in learning.
- Partnerships with the school community increase learners’ connections to the local environment and community.
- The board shows a commitment to school improvement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- develop a teaching and learning pathway where children set and reflect on meaningful learning goals and grow in confidence as independent learners
- progress learning and achievement in literacy and mathematics
- to improve regular attendance for all learners to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
- complete goal setting with all learners including whānau involvement, regularly reviewing the relevance of goals as learners make progress
- implement proactive strategies with the school community to encourage and sustain regular attendance
Every six months:
- monitor the impact of goal setting approaches on progress in literacy and mathematics
- review and report to the board and school community on the impact of strategies used to improve regular attendance rates for all learners
Annually:
- evaluate and review goal setting processes and outcomes to ensure they align with learner needs and support ongoing progress and achievement in literacy and mathematics
- analyse and report patterns in attendance for all learners and use this information to identify next steps to increase and sustain regular rates of attendance.
Actions taken against these next steps are expected to result in:
- increased learner independence with all learners achieving at or above expected curriculum levels in literacy and mathematics, including improvements in progress
- improved rates of regular attendance for all learners.
Part C: Regulatory and Legislative Requirements
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 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
Director of Schools (Acting)
28 April 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home