From the Principal

We thank everyone who participated in the 2023 Biennial Community Survey. In total there were 304 responses, representing 365 students. We are currently working through the lengthier responses to the survey in questions 8 and 9, but we have combined the responses from other questions and we are proud to share them with you below. 

The percentages represent those who chose Agree or Agree strongly to each statement. Responses from the English and Chinese language versions have been combined.


Questions about experiences as a parent 2023 2021 2018 2016
Pigeon Mountain students are proud of the school 95% 95% 95% 98%
Children feel safe at Pigeon Mountain School 94% 92% 95% 96%
Students rights are respected at PMPS 94% 93% 92% 92%
The school has a good reputation 97% 94% 94% 99%
The staff show respect to families and whanau 94% 94% 93% 92%
High standards of behaviour are expected 93% 91% 91% 93%
The school environment is attractive and well-maintained 91% 90% 94% 93%
The school is well managed and organised 93% 95% 87% 94%
High academic standards and expectations for learning are evident 85% 86% 85% 84%
Good pastoral care is provided for children 84% 81% 79% 70%
PMPS demonstrates the principles of the Treaty of Waitangi 86% 89% 80% 71%
The strategic direction of the school is clear and easy to understand 87% 86% 83% 81%
PMPS shows innovative use of up to date, modern technology 85% 89% 87% N/A


Questions about elements of teachers and teaching 2023 2021 2018 2016
Teachers care about students as individuals 89% 92% 92% 85%
Teachers provide high quality teaching and learning experiences 87% 90% 90% 87%
Children are treated responsibly and have a say in their school 91% 89% 91% 88%
EOTC opportunities are about right 81% 75% 70% 75%
Teachers use technology to enhance learning 86% 93% 87% 94%
School is well resourced 88% 89% 89% 89%
My child has their learning needs met 82% 85% 82% 83%


Questions about student learning 2023 2021 2018 2016
My child is engaged in their learning 92% 89% 88% 89%
School acknowledges and responds to diversity in our students 93% 86% 91% 91%
Our children are supported to develop their self-esteem 91% 90% 93% 87%
Our children know what to do to be successful 78% 79% 72% 76%
School has a good range of cultural opportunities 89% 82% 87% 87%
School has a good range of sporting opportunities 79% 81% 80% 87%
Students with special learning needs are identified and catered for 70% 64% 68% 68%
There is a good range of arts opportunities 73% 72% 71% 73%
I understand the information I am given about my child’s progress and achievement 93% 91% 89% 85%
The school provides useful written information about the academic progress of my child 83% 87% 89% 82%


Questions about parent communication with school 2023 2021 2018 2016
Parents and whanau feel encouraged to be involved in school and its activities 94% 91% 93% 95%
PMPS has effective ways of making sure parents feel welcome 94% 93% 91% 92%
The school regularly seeks feedback in order to improve 94% 86% 78% 80%
Parents feel safe and able to approach school with serious concerns 84% 83% 84% N/A
School has effective procedures in place for dealing with serious concerns 73% 71% 68% N/A


Questions about governance and donations 2023 2021 2018 2016
The BoT is doing a good job of governing the school 82% 81% 81% 80%
The current school donation offers good value for money 70% 79% 92% 85%
I am aware of how the donation is used by the school 79% 59% 64% 57%
Paying the donation is easy and uncomplicated 90% 89% 91% 87%

Mental Health Education in Team Manuka

At Team Manuka, we have been exploring the book ‘The Invisible Boy’ by Trudy Ludwig. Through this story, we are teaching our children the significance of aroha, respect and manaakitanga (empathy and kindness). It’s not just about reading; it’s about understanding the feelings and experiences of others that are not always the same as ours. 

Our students are actively discussing what it means to be ‘included’ and ‘excluded,’ focusing on what it sounds like, looks like, and how it feels. Students added their ideas onto leaves and created a collaborative display of ways we can be inclusive at school. 

By incorporating “Mana Whānau” (the importance of connections with others) and “Mana Ūkaipo” (sense of belonging in the place where we learn) into our lessons, we are not only nurturing academic growth but also building a foundation for a kinder and more empathetic school community. 

Learning with whānau: Ask your child what qualities they look for in a friend, share some of the qualities that you enjoy about your own friends. Discuss with your child ways they can include others if they see people who may be “invisible”. 


Student-led Conferences (SLCs) Feedback

We had 92 responses to our student-led conferences questionnaire this year. Thank you to all those that took the time to provide your feedback. It has provided us with great insights to improve on our reporting in 2024. 

Here are some of the key insights that we have learned from the questionnaire:

What did you like about the SLCs?

Child-centered learning: Parents appreciated that conferences allowed them to focus on their child’s learning and achievements. They liked hearing about their child’s progress, seeing their work, and understanding what they were learning at school.

Confidence and autonomy: Many parents mentioned that they valued the opportunity for their children to take ownership of their learning and showcase their work with confidence. They believed this boosted their child’s self-esteem and independence.

Interaction with teachers: Parents found it valuable to interact with teachers during conferences. They wanted to discuss their child’s progress, ask questions, and receive insights from the teacher’s perspective.

Understanding curriculum: Parents expressed a desire to gain a better understanding of the school’s curriculum and the topics their children were studying. They appreciated having a clearer picture of what was being taught.

Hands-on experience: Some parents liked the hands-on experience of exploring their child’s learning environment, looking at books and projects, and participating in activities alongside their child. This gave them a deeper understanding of the educational experience.

What didn’t you like about the SLCs?

Ineffectual communication: A few parents felt that the conferences did not effectively address their concerns or provide a clear understanding of their child’s progress, though this was not a widespread sentiment.

As a school, our teachers are going to reflect on their levels of proactivity during the conferences. 

Awkwardness for the child: Parents reported that their child felt uncomfortable during the conferences when there were multiple parties involved, such as the parent, teacher, and the child, but this was not universally expressed.

As a school, our teachers are going to share the level of preparation across the classrooms and teams to ensure that the children are well prepared for their role in these conferences.

Inability to address specific concerns: Some parents expressed frustration with the lack of opportunity to discuss specific issues or receive adequate answers to their questions about their child’s education, although not all parents shared this sentiment.

We encourage parents to book a follow up appointment for any questions that have gone unanswered. As always, teachers are your first port of call and are keen to hear from you face to face, by email or through a phone call.

Any more ideas…

Desire for more opportunities: Some parents expressed a desire for more interactive and engaging meetings like student-led conferences.

As a school, we are exploring the possibility of termly open afternoons and parent curriculum information evenings. 

Time for student-teacher chat: A few parents suggested allocating time for a chat between the student and teacher in addition to the parent-student interaction.

Steps to improve each area of learning: A parent asked for guidance on what steps or actions can be taken to improve their child’s progress in specific areas of learning.

Athletics Day

We are seeking some more parent helpers for our Athletics day this Wednesday. If you would like to join our parent volunteer team, please contact Mr Marshall directly through email

If you are interested in volunteering at upcoming school events, please complete the attached survey form- we are always grateful for your assistance!

PMPS Community Group Form

Teacher Only Day – Tuesday 14th November

As previously advertised, all schools have been advised by the Ministry for Education to take a Teacher Only day relevant to the adoption of the new NZ National Curriculum. We have secured a facilitator for Tuesday 14th November necessitating the Tuesday, rather than our normal Mon/Fri extension to a weekend.

Prize-Giving Assemblies

Thu 7 December 

Puriri 9.15am to 10.15am

Manuka 11.15am to 12.15pm

Pohutukawa 1.30pm to 2.30pm

Fri 8th December

Kauri 9.15am to 10.45am

Titoki 11.15am to 12.45pm

Kahikatea 1.15pm to 2.45pm

Mon 11th December – Year 6 Awards and Graduation – 6pm (TBC)

Dates for your Diary

Wednesday 1 November – School Athletics Day

Tuesday 14 November – Teacher Only Day

Thursday 7 December – Junior Prize giving Assemblies

Friday 8 December – Senior  Prize giving Assemblies

Monday 11 December – Year 6 Graduation

Friday 15 December – School finishes for the year

Tuesday 30 January 2024 – Term 1 commences

Community Notices


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