EDUCATION REVIEW REPORT:
PUKEKOHE HILL SCHOOL
JUNE 2009

Disclaimer
Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone book, or see the ERO web page, http://www.ero.govt.nz, for ERO office addresses.

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.
1. About the School

2. The Education Review Office (ERO) Evaluation
Pukekohe Hill School provides a sound education and safe environment for students. Children are drawn from a culturally diverse community within the school's enrolment zone. School grounds, buildings and playgrounds are well presented and provide children with an attractive learning environment. The school is governed effectively by the board of trustees and well supported by its parent community.

The 2006 ERO report noted that children readily engaged in learning and enjoyed the challenging and stimulating experiences provided for them. It also noted the friendly and respectful relationships evident between students and teachers, and the good provision for children with special needs. These features continue to be strengths of the school. The report identified several areas for further development. Most of these have now been addressed, however the school's provision for Maori students requires further attention.

Students are generally busy in their classrooms and eager to learn. They benefit from a wide variety of learning opportunities within and beyond the classroom. Students are respectful of each other and have friendly trusting relationships with adults. Older children in particular, have opportunities to undertake leadership roles that contribute to the positive school tone. Teachers are consistently encouraging of students, valuing them as learners and formally recognising their successes in all aspects of school life.

The school analyses student achievement data in relation to year levels, gender and specific ethnic groups. The 2008 mid-year report on student achievement to the board of trustees indicates that students at most year levels perform as expected in literacy and numeracy when compared with national norms. However, there are variations in the achievement levels of some groups. The achievement of Maori and Pacific students is of concern.

Teachers work collaboratively and in innovative ways to support student learning. They encourage students to express their ideas, and make choices and decisions. Teachers provide well-paced, varied and interesting programmes. Since the 2006 ERO report, teachers have continued to develop and strengthen their concept-based approaches to teaching and learning. This approach, together with curriculum mapping strategies, has placed them in a strong position to implement the 2010 New Zealand Curriculum.

The principal, assistant principal and newly appointed assistant principal work well as a team and provide effective school leadership. They have a clear vision for the school that is underpinned by a sound values framework. Open communication and inclusive consultation results in shared understandings and informed decision-making by the board, principal and staff.

Trustees bring valuable expertise to their roles and some training in governance has been undertaken. They have recently completed a review of the charter and strategic plan and have a strong commitment to resourcing teaching well to further raise student achievement. The board could consider co-opting trustees to represent and support the cultural diversity of the school.

This review focuses on the quality of concept-based inquiry approaches to teaching and learning. It also evaluates the progress made in promoting Maori and Pacific student achievement, the quality of teaching of reading and writing in Years 1 and 2, provision for international students, and governance matters relating to health and safety. The report identifies areas of good performance and areas for improvement.

ERO recommends that school achievement information be further analysed to identify school-wide trends and patterns of achievement over time. This would further strengthen reporting to the board so that trustees can be assured that resources are allocated where they are most needed.

Future Action
ERO is confident that the board of trustees can manage the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.

3. The Focus of the Review

Student Achievement Overall
ERO's education reviews focus on student achievement. What follows is a statement about what the school knows about student achievement overall.

The school uses both nationally standardised and school-developed assessment tools for assessing literacy and numeracy. Teachers regularly assess students' achievement in reading, writing and numeracy. This information is used to identify individual learning needs, to group students for instruction and inform next steps for planning. Student achievement levels are reported to parents throughout the year. Good systems are in place for monitoring the progress in achievement for students identified at risk of not achieving to their potential. These students are well supported through in-class and withdrawal programmes.

Student achievement information about literacy and numeracy learning is reported to the board. Data indicate that most students achieve at or above school targets in reading, writing and numeracy. Information for 2008 also indicates that most students achieve at or above national expectations in numeracy.

The principal and senior managers are refining current systems to monitor and report on student progress and achievement in all learning areas. They also recognise the need to identify trends and patterns in student achievement for identified groups of students and for year-level cohorts as they progress through the school. Further data analysis should strengthen the board's ability to compare school achievement information with national expectations.

School Specific Priorities
Before the review, the board of Pukekohe Hill School was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the school to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the board of trustees. This discussion focused on existing information held by the school (including student achievement and self review information) and the extent to which potential issues for review contributed to the achievement of the students at Pukekohe Hill School.

ERO and the board have agreed on the following focus areas for the review:
+ The effectiveness of teaching using a concept-based inquiry learning approach.
ERO's findings in this area are set out below.

The effectiveness of teaching using a concept-based inquiry learning approach

Background
The school has been in the process of developing an integrated approach to teaching aspects of the curriculum since 2004. The current school curriculum is based on the New Zealand Curriculum (NZC) and the use of a concept-based approach that incorporates learning objectives from science, social studies, technology and health education. The process referred to as 'mapping the curriculum' involves reviewing curriculum content in terms of coverage and the way it is packaged for delivery. School-wide planning for concept-based teaching includes aspects of literacy learning and some teachers also incorporate aspects of numeracy.

The board asked ERO to evaluate the effectiveness of the school's innovative approach to delivering the curriculum as a way of supporting children's learning.

Student progress and achievement
Senior managers are currently working on developing an assessment rubric for monitoring student learning. The rubric identifies the success criteria for planned learning objectives, and relates to the essential learning areas and key competencies of the New Zealand Curriculum.

While the rubric being trialled should be a useful assessment tool in the future, senior managers are not yet able to make definitive statements about student performance against national expectations. Teachers have not been using the rubric long enough to determine trends and patterns in student achievement over time.

Areas of good performance
Relationships.
The school's positive learning environment maximizes opportunities to improve learning and teaching. Students enjoy respect and consideration from adults and each other. Teachers work well together and value the professional opportunities they have to learn and to develop new approaches to teaching. They are keen to share practices and try new ideas. Communication systems work effectively.

Implementation.
Changes to the way the curriculum is being delivered are well managed by senior leaders. They work strategically to ensure that teachers are supported and guided to enable them to adjust their teaching styles. Senior managers and an external facilitator have worked with teachers to help build familiarity with the NZC in order to shape the school's own curriculum. New teachers have opportunities to learn about the school approach to curriculum delivery. A resource booklet is also produced each term, providing comprehensive guidelines to help teachers plan their classroom programmes.

Self review.
The school's curriculum integration model has gone through a number of changes or iterations, and continues to be revised. At the end of each term teachers are encouraged to identify what has worked well and what improvements should be made. Senior managers gather this information from teachers and adjust the school curriculum accordingly.

Models of good practice.
Some teachers, particularly but not exclusively, in the junior school, have established effective practices to support high quality learning using the school's concept-based inquiry approach. These teachers:
+ plan activities that cater for the wide range of student knowledge and skill in their classes;
+ provide appropriate and sequential activities that are relevant to students' prior learning and experiences;
+ provide learning experiences that develop children's knowledge and skills in accordance with curriculum objectives, competencies, and enduring understandings identified in school-wide unit plans;
+ share the purpose of learning activities with students and provide them with oral and written feedback about how well they are learning to help children understand the learning process; and
+ focus the attention of their students on planned learning outcomes, such as knowledge and skills related to questioning.

Assessment.
Considerable work has already been done to develop the school's capacity for knowing how well students are achieving in areas of the curriculum beyond literacy and numeracy. Rubrics are in use in some areas of the school to assess aspects of concept-based inquiry learning. Assessment tools will continue to evolve as staff discover more about the nature of learning required by students to be successful in the 21st century.

Areas for improvement
Refining teaching practice. Senior managers acknowledge the need for continuing support for staff so that high quality teaching practices are more consistent across the school. Current opportunities for teachers to be mentored and monitored, together with the school's on-going professional development programme, should promote greater consistency in good teaching practice.

Use of assessment information.
Teachers should make greater use of information about groups and individual students to monitor their progress and to plan differentiated learning opportunities. Student profiles are currently under review to align them with the New Zealand curriculum. A more detailed profile of individual student's learning will enable teachers to better identify student progress over the year and to share information about the student's learning with their next class teacher. These profiles could include the skills and knowledge students have acquired that relate to inquiry learning, curriculum learning areas, and the key competencies.

Teacher knowledge.
Teacher knowledge of selected areas of study and the steps associated with inquiry-based approaches varies, and sometimes needs to be clarified to facilitate high quality teaching and learning. Senior managers should continue to provide opportunities for teachers to discuss their thinking and share their knowledge. Sometimes teachers need to take a more open approach to the ideas that students share in discussions, allowing students to review and evaluate their own thinking as the inquiry progresses.

Guidelines for culminating tasks.
Culminating tasks are part of the school's concept based teaching and learning model. Some teachers include these tasks successfully in their programme, while others are less skilled in doing so. Senior managers have identified the need to refine relevant guidelines to encourage a more consistent approach to teacher use of these tasks as a tool for allowing students to demonstrate and consolidate their learning.

4. Areas of National Interest
Overview

ERO provides information about the education system as a whole to Government to be used as the basis for long-term and systemic educational improvement. ERO also provides information about the education sector for schools, parents and the community through its national reports.

To do this ERO decides on topics and investigates them for a specific period in all applicable schools nationally.

During the review of Pukekohe Hill School ERO investigated and reported on the following areas of national interest. The findings are included in this report so that information about the school is transparent and widely available.

Success for Maori Students: Progress
In this review, ERO evaluated the extent to which the school was familiar with the Maori Education Strategy - Ka Hikitia: Managing for Success and progress made since the last review in promoting success at school for Maori students.

The school reports it has not yet discussed the document but expects to do so in the near future. Twenty percent of the students at the school are enrolled as M?ori.

Areas of progress
Targeted students.

The school sets annual achievement target in literacy and numeracy for students, with Maori students as a specific target group in literacy. Senior managers collect information about the achievement and progress of Maori students based on these targets. Data on the achievement of Maori students are reported to the board and used to inform recommendations for future improvement.
New systems are in place to support Maori students at risk of not achieving. All teachers target up to three under-achieving students in their class, with priority being given to addressing the needs of Maori students. There is an expectation that teachers will plan for these students and closely monitor their progress. Teachers' performance goals are linked to the effectiveness of teaching programmes they provide to support these students. The school has also increased the number of teacher aides employed to support students at risk. These initiatives support Maori student learning and achievement.

Tikanga and te reo Maori.
Tikanga and the teaching of te reo Maori in classrooms has been strengthened. All students benefit from Maori language lessons and a kapa haka group has been reintroduced. While these programmes are for the benefit of all students, they demonstrate to Maori students that their culture is valued in the school.

Areas for further improvement

Maori student achievement.
The school recognises the need to improve the gathering and analysing of data to gain a more complete picture of Maori student achievement. In particular, senior managers should develop systems to record information that allows teachers to monitor Maori student achievement over time. School targets should reflect a view of Maori students as capable learners. Teachers' planning should specify how their targeted Maori students will achieve success.

Consultation with parents.
The board should continue to strengthen consultation with Maori. It should work together with Maori parents and wh?nau to develop a more comprehensive plan for the education of the school's Maori students. A review of current practices against relevant school policies would be a good starting point.

Recommendation
ERO recommends that the board review its educational provision for Maori students to determine how the school can improve Maori student achievement.

The Achievement of Pacific Students: Progress
In this review ERO evaluated the progress the school has made since the last review in improving the achievement of its Pacific students and in initiatives designed to promote improved achievement. Approximately 7% of students at the school are of Pacific origin.

Areas of good performance
School-wide initiatives.
Pacific students benefit from a number of initiatives to improve student achievement. These include the targeting of underachieving students by classroom teachers, the employment of teacher aides to support in-class learning, and the provision of special language classes for children for whom English is a second language.

Areas for improvement
Pacific student achievement.
The school recognises the need to improve the gathering and analysing of data to gain a more complete picture of Pacific student achievement. In particular, senior managers should develop systems to record information that allows teachers to monitor Pacific student achievement over time. Teachers' planning should specify how the needs of Pacific students will be met.

Evidence of Pacific cultures in the school environment. Pacific students' sense of belonging in the school would be enhanced by a greater presence of signs and symbols that reflect their cultures in the environment.

Recommendation
ERO recommends that the board review its educational provisions for Pacific students to determine how the school can further improve Pacific student achievement.

The Teaching of Reading and Writing in Years 1 and 2
As part of this review ERO looked at how well teachers assess, plan and teach reading and writing to students in Years 1 and 2, and how well the school promotes high levels of student achievement in reading and writing in Years 1 and 2.
Information gathered at time of entry to school shows that only 47% of students arrive at Pukekohe Hill School with oral language skills equivalent to an average 5 year old. 2008 data shows that by the time students enter Year 3, 68% are reading at or above their chronological age.

Areas of good performance
Reception class.
The school's reception class programme is well designed to prepare students for success when they move to a Year 1 class. New entrants initially attend the reception class where the focus is on developing routines and basic language skills. Students move to a Year 1 class when they have obtained school-identified priorities related to their readiness to learn.

Assessment.
The school makes good provision for early literacy learning. Teachers regularly assess reading, writing and oral language to track the progress of individual students and to guide decision-making about suitable learning programmes. Assessment information is used monitor progress against school-wide achievement goals, to identify students at risk of not achieving their potential and to select target students in each class. The achievement of identified at risk students is closely monitored and adjustments to programmes of learning are made, as needed.

Instructional reading and writing programmes.
Teaching programmes are informed by assessment information. Teachers share learning intentions with students and students are encouraged to self assess against their personal goals. Teachers give focused feedback based on progress towards achieving these goals. They use a range of teaching practices to develop students' skills in reading and writing. Teachers model reading and writing processes, read to students, and allow time for students to read and write independently. Teachers use tools, such as posters and task-boards, to promote student's independent learning and self-management skills.

Classroom environment.
Classroom environments support students' language acquisition. They are text-rich and students' work is displayed and used to provide examples for others.
There is a good range of reading resources available for independent and instructional reading and writing.

Areas for improvement
Closer analysis and interpretation of assessment information.
When analysing writing samples teachers focus mainly on the surface features and develop programmes to increase these skills. Teachers should now identify skills related to the deeper features of writing and incorporate these skills into their plans. Teachers use running records to identify students' instructional reading levels. The school has identified, and ERO agrees, that teachers could use the analysis of running records more effectively to determine the reading behaviours of individual students and their reading needs. Senior managers should ensure that appropriate professional development is available to support teachers to undertake this task.

Monitoring trends and patterns of achievement overtime.
The school uses current school assessment information to identify, monitor and report on school-wide annual achievement targets. In order to identify the ongoing progress of individuals and groups of students it would be appropriate to monitor and report the trends and patterns of progress over time.

Implementing the New Zealand Curriculum in 2010

Progress to date
In preparing for teaching the New Zealand Curriculum (NZC) in 2010, the teaching staff have included the key competencies in the school's concept-based inquiry model, school virtues programme and behaviour management plans. Staff have reviewed the school curriculum through a curriculum mapping process. Senior managers have made good use of external facilitators to increase teachers' understanding and knowledge of the New Zealand Curriculum, and to develop progressive assessment rubrics for the key competencies. They have also included concept-based inquiry developmental goals in the teacher performance management process. The board and staff have also completed a review of the school's vision and values.

Next steps
The school has decided that its priorities for preparation over the next three to six months are to:
+ strengthen senior managers' role in leading curriculum mapping;
+ continue to review the school curriculum for the Arts, mathematics, English and health and physical education;
+ clarify the assessment process in all learning areas, including assessment of curriculum knowledge and skills, and the NZC key competencies;
+ continue to moderate and affirm concept-based assessment exemplars; and
+ review ways in which students can self-assess and peer-assess the key competencies.

Provision for International Students
Compliance with the Code of Practice for the Pastoral Care of International Students and the Provision of English Language Support

Pukekohe Hill School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. This is a requirement of all schools that enrol international students in terms of the Act. Schools are also required to provide English language support for their international students.

Pukekohe Hill School currently has one international student.

The school does not meet the requirements of the Code in terms of the quarterly review of school provisions for implementing the Code. (See Section 5 of this report).

Areas of good performance
Supportive environment. The school provides a supportive environment through good teacher-student relationships and inclusive practices. A wide range of school activities are available to all students, providing good opportunities for them to work and play together, and to develop their personal interests and talents.

Educational support. Regular English language tuition and classroom support for literacy and numeracy is provided for students with English language learning needs. Teachers regularly assess these students' skills and knowledge in English to monitor progress and work closely with teacher aides to help ensure their language learning needs are met.

Areas for improvement
Ongoing review and reporting. The principal must ensure that quarterly reviews are conducted to assure the board and the Ministry of Education Code Administrator that planning and documentation for international students meets the requirements of the Code.

5. Board Assurance on Compliance Areas
Overview

Before the review, the board of trustees and principal of Pukekohe Hill School completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
+ board administration;
+ curriculum;
+ management of health, safety and welfare;
+ personnel management;
+ financial management; and
+ asset management.
During the review, ERO checked the following items because they have a potentially high impact on students' achievement:
+ emotional safety of students (including prevention of bullying and sexual harassment);
+ physical safety of students;
+ teacher registration;
+ stand-downs, suspensions, expulsions and exclusions; and
+ attendance.

Compliance
During the course of the review ERO identified one area of non-compliance. In order to address this, the board of trustees must:

6. Recommendations

ERO and the board of trustees have developed the following recommendations:

7. Future Action

ERO is confident that the board of trustees can manage the school in the interest of the students and the Crown and bring about the improvements
outlined in this report. ERO is likely to carry out the next review in three years.

Signed
Makere Smith
National Manager
for Chief Review Officer
29 June 2009

To the Parents and Community of Pukekohe Hill School
These are the findings of the Education Review Office's latest report on Pukekohe Hill School.
Pukekohe Hill School provides a sound education and safe environment for students. Children are drawn from a culturally diverse community within the school's enrolment zone. School grounds, buildings and playgrounds are well presented and provide children with an attractive learning environment. The school is governed effectively by the board of trustees and well supported by its parent community.

The 2006 ERO report noted that children readily engaged in learning and enjoyed the challenging and stimulating experiences provided for them. It also noted the friendly and respectful relationships evident between students and teachers, and the good provision for children with special needs. These features continue to be strengths of the school. The report identified several areas for further development. Most of these have now been addressed, however the school's provision for Maori students requires further attention.

Students are generally busy in their classrooms and eager to learn. They benefit from a wide variety of learning opportunities within and beyond the classroom.
Students are respectful of each other and have friendly trusting relationships with adults. Older children in particular, have opportunities to undertake leadership roles that contribute to the positive school tone. Teachers are consistently encouraging of students, valuing them as learners and formally recognising their successes in all aspects of school life.

The school analyses student achievement data in relation to year levels, gender and specific ethnic groups. The 2008 mid-year report on student achievement to the board of trustees indicates that students at most year levels perform as expected in literacy and numeracy when compared with national norms. However, there are variations in the achievement levels of some groups. The achievement of Maori and Pacific students is of concern.

Teachers work collaboratively and in innovative ways to support student learning. They encourage students to express their ideas, and make choices and decisions. Teachers provide well-paced, varied and interesting programmes. Since the 2006 ERO report, teachers have continued to develop and strengthen their concept-based approaches to teaching and learning. This approach, together with curriculum mapping strategies, has placed them in a strong position to implement the 2010 New Zealand Curriculum.

The principal, assistant principal and newly appointed assistant principal work well as a team and provide effective school leadership. They have a clear vision for the school that is underpinned by a sound values framework. Open communication and inclusive consultation results in shared understandings and informed decision-making by the board, principal and staff.

Trustees bring valuable expertise to their roles and some training in governance has been undertaken. They have recently completed a review of the charter and strategic plan and have a strong commitment to resourcing teaching well to further raise student achievement. The board could consider co-opting trustees to represent and support the cultural diversity of the school.

This review focuses on the quality of concept-based inquiry approaches to teaching and learning. It also evaluates the progress made in promoting M?ori and Pacific student achievement, the quality of teaching of reading and writing in Years 1 and 2, provision for international students, and governance matters relating to health and safety. The report identifies areas of good performance and areas for improvement.

ERO recommends that school achievement information be further analysed to identify school-wide trends and patterns of achievement over time. This would further strengthen reporting to the board so that trustees can be assured that resources are allocated where they are most needed.

Future Action
ERO is confident that the board of trustees can manage the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.

Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
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GENERAL INFORMATION ABOUT REVIEWS
About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
+ improve educational achievement in schools; and
+ provide information to parents, communities and the Government.
Reviews are intended to focus on student achievement and build on each school's self review.

Review Focus
ERO's framework for reviewing and reporting is based on three review strands.
+ School Specific Priorities - the quality of education and the impact of school policies and practices on student achievement.
+ Areas of National Interest - information about how Government policies are working in schools.
+ Compliance with Legal Requirements - assurance that this school has taken all reasonable steps to meet legal requirements.

Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

Review Recommendations
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this school.

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[1] Decile 1 schools draw their students from areas of greatest socio-economic disadvantage,
Decile 10 from areas of least socio-economic disadvantage.

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