Pleasant Point Primary 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.

About the School

Pleasant Point Primary School is in South Canterbury and provides education for learners in Years 1 to 8. The roll is more than 280, drawing on the township and surrounding rural area. More than 80% of students are European/Pakeha and just over 10% are Maōri. Learners and staff, supported by the community, focus on the school’s CARE values: Curious, Awesome, Respectful and Engaged. A new Principal has been appointed since the previous review.    

Part A – Parent Summary

Progress since June 2020 ERO report

For sustained improvement and future learner success, the following priorities for further development were identified: 

• using an effective evaluative framework to determine how well teaching and learning programmes impacted on student outcomes
• extending analysis and reporting on achievement, including sufficiency, progress and acceleration of learning for all leaners working below or well below expectations
• improving bicultural practices so they were more visible, and the learning environment experienced by students better supported their language, culture and identity. 

A structured, evaluative framework has been put in place to track, monitor and analyse student outcomes. Through this process it is possible to determine the progress of learners, and target those who need additional support to meet curriculum expectations. The framework is being used effectively. Achievement is carefully analysed and reported regularly to the board and community. Effective systems are in place to assist with decisions, programmes and resourcing for students needing additional learning support. Bicultural practices have been developed; there is growing visibility of te ao Māori in the school’s curriculum and programmes. 

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

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, writing and mathematics. 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 a 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?School planning and conditions to support ongoing improvement to the quality of education for learners are well established.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 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 SafetyThe 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 becoming more equitable for all groups of learners.

Writing

Most learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Mathematics

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Attendance

The school is behind 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

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 are engaged, express a strong sense of wellbeing, belonging and sound knowledge of the school’s CARE values.
• Learners are provided with well-considered teaching programmes that enhance engagement and success.
• Leadership is strategic and cohesive; leaders use data and evidence well to set, pursue and monitor goals that support learners’ progress.
• As early adopters of structured literacy, the school has well considered planning underway to implement a structured mathematics programme.
• The school’s curriculum provides appropriately for the acquisition of foundation skills, alongside a rich curriculum.
• Teacher capability is systematically developed through targeted professional learning that builds knowledge and skills cohesively to benefit learners.
• Sound processes are in place for the systematic analysis of data; this is used collaboratively to inform teaching practice and programmes which further improve outcomes for learners.  

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• extend use of the student management system to track, monitor and analyse learner achievement progress and outcomes, using it as the primary communication tool with families
• take further steps to embed te ao Māori within and across the curriculum and culture of the school
• make further sustained positive shifts in learner achievement, particularly in reading
• continue to prioritise an increase in the regular attendance of learners and the decline of chronic absence.

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

Every six months:

• incorporate national changes and expectations within the school’s assessment framework
• ensure teacher development that encourages and supports understanding and meaningful incorporation of te ao Māori across the curriculum
• evaluate data to establish learner progress towards achievement targets, adjusting resourcing as needed to assist further progress
• review and refine strategies in place to increase regular attendance for learners.

Annually:

• use learner assessment data to strategically allocate resources, that assist with accelerated learning and progress
• evaluate the effectiveness of professional development in building staff confidence in te ao Māori
• review data and associated resourcing for assisting learners to meet or exceed curriculum expectations and outcomes
• strategically plan and resource support for increased regular learner attendance. 

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

• comprehensive assessment data used to assist in setting strategic and annual goals that further improve outcomes for learners
• cohesive, collaborative teaching practice that incorporates te ao Māori throughout curriculum delivery
• sustained progress and achievement for all learners with accelerated improvements in reading
• increased regular attendance of learners and further reductions in chronic absence. 

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 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

5 March 2025

Education Counts

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