- Pukekohe Hill School is a large primary school in Franklin serving over 600 students from diverse ethnic backgrounds. - The school uses achievement data well to identify student progress, needs and to inform teaching. Most students are achieving at or above the National Standard. - The curriculum promotes student learning effectively with a focus on literacy, numeracy and integrated learning. Recent efforts aim to further raise achievement for Māori and Pacific students. - The board, leadership and teachers are well placed to sustain performance improvements through ongoing professional development, strengthened community relationships and targeted resources.

1. Pukekohe Hill School 21/12/2012
From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012
© ERO 2010
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Pukekohe Hill School Education Review
1 Context 2
2 Learning 3
3 Curriculum 5
4 Sustainable Performance 7
About the School
Location Pukekohe, Auckland
Ministry of Education profile
number
1451
School type Contributing (Years 1 to 6)
School roll 604
Gender composition Boys 56%
Girls 44%
Ethnic composition NZ European/Pākehā
Māori
Indian
other European
Tongan
other Asian
other Pacific
African
50%
22%
8%
7%
4%
4%
3%
2%
Special Features Satellite class from Parkside School
Review team on site November 2012
Date of this report 21 December 2012
Most recent ERO report(s) Education Review
Education Review
Education Review
June 2009
June 2006
November 2002

2. Pukekohe Hill School Education Review Report 21/12/2012
From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012
© ERO 2010
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The Purpose of an ERO Report
The purpose of ERO’s reviews is to give parents and the wider school community assurance
about the quality of education that schools provide and their children receive. An ERO school
report answers the question “How effectively is this school’s curriculum promoting student
learning - engagement, progress and achievement?” Under that overarching question ERO
reports on the quality of education and learning outcomes for children and for specific groups
of children including Māori students, Pacific students and students with special needs. ERO
also reports on the quality of the school’s systems for sustaining and continuing
improvements.
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 National Office in Wellington. Please consult your telephone
book, or see the ERO web page, , for ERO office addresses.http://www.ero.govt.nz
1 Context

3. Pukekohe Hill School Education Review Report 21/12/2012
From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012
© ERO 2010
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1 Context
What are the important features of this school that have an impact on student learning?
Pukekohe Hill School is a large, long-established primary school. It has a strong sense of
history and serves a culturally diverse community in Franklin. Many families stay in the
community for only short periods. School information shows that just over half of the students
in Year 6 began their schooling as a new entrant at this school.
The board and senior leaders responded positively to ERO’s previous report, using it as a
basis for strategic planning over the past three years. Professional learning that has
supported developments in the school includes:
a focus on leadership and assessment
numeracy and literacy teaching and learning
increasing student awareness of their own learning.
In 2010 the school community revised the school’s vision and mission statements and created
a new school logo to better reflect the community and school setting.
Since 2011, the school has been working with a Ministry of Education (MoE) Student
Achievement Function Practitioner (SAF). As a result an action plan to further raise Māori and
Pacific student achievement has been developed. Another important feature has been the
school’s Involvement with a cluster of Pukekohe/Franklin schools and early childhood centres
in the Te Huarahi initiative to strengthen partnerships with Māori whānau and improve the
achievement of Māori students.
2 Learning

4. Pukekohe Hill School Education Review Report 21/12/2012
From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012
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2 Learning
How well does this school use achievement information to make positive changes to learners’
engagement, progress and achievement?
The board and senior leaders use achievement information well. Achievement reports indicate
that most students achieve at or above the National Standard in reading, writing and
mathematics. Senior leaders analyse data for the whole school, for separate groups and
report this information to the board. It would also be useful to report to the board on trends
and patterns of achievement over students’ time at school, to demonstrate the impact of
teaching and learning practices on outcomes for students.
The board and senior leaders identify and set school-wide targets that focus on accelerating
the learning of priority students to help them meet the appropriate National Standard. These
target priorities inform the school’s professional learning focus and resource allocation. Senior
leaders monitor and report to the board on achievement progress during the year. It would be
useful for the board if senior leaders made the progress of targeted students more explicit in
their reports.
Senior leaders and teachers make good use of a wide variety of valid, reliable achievement
information to:
identify students with special abilities and needs, and those at risk of not achieving
inform some in-class ability groupings, support programmes and strategies to accelerate
progress
consider the success of school initiatives
support students to set goals and to understand ways of identifying and monitoring their
own progress and achievement.
Teachers increasingly use plain language in their twice yearly reports to parents. These
reports are useful for parents to support ongoing learning at home.
Students are confident and collaborative in their interactions with their teachers and each
other. Respectful and supportive relationships are evident throughout the school. There are
examples of tuakana/teina relationships where older or more able students support and are
role models for their peers.
The school’s vision of supporting lifelong learners is evident in the ways that staff promote
student self management, risk taking, independent thinking and learning, and in the high
levels of student participation in classroom discussions.

5. Pukekohe Hill School Education Review Report 21/12/2012
From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012
© ERO 2010
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The board and teachers have worked to strengthen relationships with and increase the
involvement of families in school life. They have worked positively with the Ministry of
Education to respond to suggestions from the Pacific community and have formulated plans
to raise the achievement of Pacific students.
The senior leadership team is now developing ways to better evaluate the effectiveness of
interventions and initiatives introduced to accelerate student achievement.
3 Curriculum

6. Pukekohe Hill School Education Review Report 21/12/2012
From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012
© ERO 2010
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3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum is linked with the board’s strategic direction and promotes and
supports student learning effectively. The school’s curriculum is based on The New Zealand
and strongly reflects local contexts. It places an emphasis on literacy andCurriculum
numeracy teaching and learning. Alongside these areas, teachers deliver the other essential
learning areas within an integrated approach. Useful guidelines for presenting the school
curriculum are well documented and classroom implementation is closely monitored.
Teachers and children use resources well to support learning programmes. Children use
information and communication technology tools competently. Classroom environments and
programmes are strongly learning focused and are welcoming and well organized.
Good quality teaching practices are generally consistent throughout the school. The focus of
teachers’ professional learning and development is highly evident and teachers regularly
reflect on their teaching and learning. There are good examples of teachers continuing to
strengthen their evaluation of the effectiveness of programmes in promoting positive
outcomes for students.
ERO and senior leaders agreed that in order to enhance teacher self review senior leaders
should:
continue to establish expectations and guidelines for evaluation
extend teachers’ understanding about in-depth inquiry into their practice.
How effectively does the school promote educational success for Māori, as Māori?
The school is continuing to build on recent positive developments to meet the goals of Te
Huarahi. Through this initiative the school has made progress in raising the achievement and
attendance of Māori students and involving whānau in their children’s education. Tailored
professional development has increased teacher understanding about culturally appropriate
practices for teaching Māori students. Linking the MoE publication: Tātaiako, Cultural
, to performance management systems should enhanceCompetencies for Teachers of Māori
positive outcomes for Māori students.
Teachers focus particularly on supporting Māori students who are not succeeding to their
potential. Separate information about Māori student progress is shared with the board as part
of the regular student achievement report. Information shows that Māori students are making
steady progress in relation to National Standards over the year.

7. Pukekohe Hill School Education Review Report 21/12/2012
From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012
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Whānau support the school’s plan to establish a Māori enrichment class for senior students in
2013. Student leadership and identity is supported through a strong kapa haka, school
ambassador programme and Māori concepts are included in classroom programmes. Regular
whānau hui and a whānau survey provide opportunities for consultation. A hauora room has
been established where the school is able to engage with the community. Links have been
established with the nearby Ngā Hau e Whā marae.
The school is situated in Tainui and senior leaders should now consult with kaumātua about
establishing an appropriate kawa for school events.
4 Sustainable Performance

8. Pukekohe Hill School Education Review Report 21/12/2012
From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Pukekohe-Hill-School-21-12-2012
© ERO 2010
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4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is well placed to sustain existing good practices and continue to improve its
performance.
The board is well informed, has pride in the school and is conscientious about its legal
obligations. Trustees work collaboratively with senior leaders and are transparent in their
governance role. They have established good systems for self review and use achievement
data to inform resourcing decisions, with a focus on improving outcomes for students. Many
teachers and trustees have served the school for long periods of time.
A recent focus on investigating the school’s history has drawn the community more closely
into the school. Improved communication and relationships with families contribute to the
ongoing sustainability of the school.
There is good alignment between the board’s strategic plan, self review, school operations
and the curriculum. The board could consider refining policies and procedures to reflect the
board’s awareness of the distinction between governance and management. Senior leaders
have developed indicators of achievement and core competencies that support the school
vision statement. They will use these to critique performance and identify ways to enrich
school practices.
The school has allocated resources to foster improvements for Pacific students and to
strengthen community and whānau relationships. Ongoing professional development with Te
Huarahi and with other external providers is likely to support continuing improvement in the
school.
Provision for international students
The school is a signatory to the Code of Practice for the Pastoral Care of International
(the Code) established under . NoStudents section 238F of the Education Act 1989
international students were enrolled at the time of the ERO review.
Board assurance on legal requirements
Before the review, the board of trustees and principal of the school completed the ERO Board
. In these documents they attested that theyAssurance Statement and Self-Audit Checklists
had taken all reasonable steps to meet their legislative obligations related to:
board administration
curriculum

9. Pukekohe Hill School Education Review Report 21/12/2012
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management of health, safety and welfare
personnel management
financial management
asset management.
During the review, ERO checked the following items because they have a potentially high
impact on student achievement:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
attendance.
When is ERO likely to review the school again?
ERO is likely to carry out the next review in four-to-five years.
Makere Smith
National Manager Review Services
Northern Region (Acting)
21 December 2012