To the Parents and Community of Pokuru School

These are the findings of the Education Review Office’s latest report on Pokuru School.

Pokuru School is a small, contributing primary school catering for students in Year 1 to 6, located near Te Awamutu.  The school occupies an attractive and spacious rural setting.  Buildings and grounds are well presented and maintained, reflecting involvement in the ‘Enviro Schools’ programme and high levels of student and community pride in the school.

Since the last review there has been some property development including the upgrading of classrooms, construction of a veranda and a new car park.  In addition there has been development of Information and Communication Technologies (ICT) networking and the purchase of ICT equipment.

While staffing has remained stable since the last review, there have been some temporary changes. From August 2006 until August 2007 the principal was on maternity leave.  During that time the deputy principal acted in her position and a relieving teacher was appointed.  Also during 2007 one of the six class teachers was on study leave.

The Education Review Office report of June 2005 contained recommendations about formative assessment and self review.  While some progress has been made in regard to self-review, there remains a need to more consistently embed formative assessment practice across the school.

This report focuses on the teaching of numeracy.  The report also includes evaluation of the quality of health and safety compliance, progress with improving Mâori student achievement and professional learning and development for staff.

The achievement data that has been analysed by the school indicates that a majority of students are achieving at or above age expected levels in reading, written language and mathematics.  Achievement information in basic facts in numeracy shows that most students in Year 2 to 6 are making progress as they move through the school.  There is a need to review and strengthen the analysis of school-wide achievement information to provide more detailed information about the progress of cohorts of students.

Students are receiving a good quality of education.  Examples of high quality teaching practice were observed.  There is a consistent approach to the teaching of numeracy across the school, reflecting teachers’ involvement in school-wide professional learning and development in numeracy.  Teachers are making effective use of achievement information to plan for numeracy programmes.  Appropriate support is provided for students who have particular learning needs, including opportunities for extension.  The school has well-developed strategies for supporting gifted and talented students.

Teachers demonstrate a willingness to involve themselves in professional learning and development and are currently involved in a well-planned ICT professional development contract, which has a focus on inquiry learning.

There is a positive and supportive tone and atmosphere in the school, reflected in respectful and reciprocal relationships between students and teachers.  This atmosphere helps to create a settled and constructive climate for learning and contributes to the high levels of student motivation and engagement with learning that are evident in classrooms.  Students are caring towards each other and have a strong sense of belonging in the school.

High levels of community involvement are a feature of the school.  Parents and community members willingly involve themselves in fund raising activities and support opportunities for student participation in sporting, cultural and education outside the classroom activities.  Some parents spoken to during the course of the review expressed the view that aspects of communication with the school could be improved.

The principal is committed to the best interests of the school and is strongly focused on enhancing learning opportunities for students.  She and the deputy principal work well together as a cohesive team.  Clear guidelines and expectations have been provided for the teaching of numeracy and sound advice and information are provided to the board of trustees in making decisions about the strategic direction of the school.  There is a need to continue to strengthen opportunities for professional sharing among all teachers and to ensure that every teacher is appraised each year.

Members of the board of trustees are well informed about their governance roles.  They are supportive of the school and the principal.  They ensure adequate funding to support the professional learning and development of teachers as well as for programmes to enhance students’ learning.  Planning and reporting requirements are being met and achievement targets are appropriate in terms of improving student achievement.

Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report. 

ERO is likely to review the school again as part of the regular review cycle.

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.

Ian Hill

Area Manager

for Chief Review Officer