ERO report
To the Parents and Community of Pinehill School
These are the findings of the Education Review Office’s latest report on Pinehill School
Pinehill School, situated between Browns Bay and Albany, has a history of positive ERO reports. The board, senior leadership team and teachers maintain very good relationships with parents and the community. Parents report that they appreciate the learning opportunities provided for their children and the attention their children receive from staff. The Pinehill Way is a well established and understood set of school values that sustains the positive, supportive interactions evident between teachers and students, and between students.
Students are confident, articulate, and capable learners. In reading and mathematics, their levels of achievement compare favourably with national expectations. Students appreciate leadership opportunities and participate enthusiastically in school activities. They bring with them diverse experiences and talents, some of which are recognised and built upon by teachers. Students are well poised to make decisions about their learning, including identifying their next steps and ways they can achieve these. The school’s curriculum model, The Pinehill Learning Journey, promotes a vision of student-led learning that teachers are continuing to explore.
Teachers enjoy teaching and actively support special events and outdoor education excursions. They are committed to the philosophy of the school and the direction provided by the principal’s leadership. Staff model courteous, positive interactions that are focused on meeting the needs of students and families. Collegiality among teachers supports open sharing and critiquing of professional ideas. Teachers who integrate formative teaching and learning practices enable students to direct their learning by identifying the ways in which they will accomplish their next learning steps. Senior leaders have implemented strategies to encourage all teachers to adopt these good practices.
Senior leaders have developed and maintained the school’s harmonious, celebratory environment as a foundation for good learning. They have coordinated the implementation of the school’s curriculum framework by reviewing some aspects of teaching practice. The school’s involvement in a local cluster initiative, Extending High Standards Across Schools (EHSAS), has helped senior leaders to introduce professional learning strategies. Teachers are required, with help, to develop aspects of their teaching practice, so that all teaching is consistent with the school’s curriculum model.
The board has confidence in the senior leadership team and supports school initiatives. Trustees have professional skills that are well suited to their governance role and work well as a team to ensure the smooth operation of the school. The board receives regular reports on programmes and activities that students are involved in. Trustees are aware of areas of strength in the school and have knowledge about support programmes to target groups of students who require extra assistance. The challenge for trustees is to strengthen their provision for Māori students’ success as Māori, taking into account the aspirations of parents of Māori children. As a matter of good practice, the board could review outcomes for Pacific and international students so that it is assured that school programmes cater for the particular aspirations of these small groups of children.
Future Action
The board of trustees has demonstrated that it is governing the school in the interest of the students and the Crown. The board, together with the principal and school leaders, continues to focus on improving student learning - engagement, progress and achievement. ERO is likely to carry out the next review within three years.
Review Coverage
This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:
· what is known about student achievement information, including the achievement of Māori and Pacific students;
· decisions made to improve student achievement using assessment and self‑review information; and
· teaching strategies and programmes implemented to give effect to the school’s curriculum.