Appleby School

School Evaluation Report 

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context 

Appleby School is a semi-rural school located in the Tasman District and provides education for learners in Years 1 to 6. In 2025, the school welcomed Year 7 learners and will have Year 8 learners in 2026.  The school’s vision is to empower every learner with opportunities to reach their full potential; its values are Kia Māia (Brave), Kia Manaaki (Care), Ako (Learn).

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part B: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

• Most learners are achieving at or above expected curriculum levels in mathematics; a large majority of learners are achieving at or above expected curriculum levels in reading; a small majority of learners are achieving at or above expected curriculum levels in writing.
• Sustaining equity of achievement for all groups of learners is a school priority.
• Most learners report a strong sense of belonging in an inclusive environment.
• A large majority of learners attend school regularly; the school has yet to meet the Government’s national target and strategies are in place to increase regular attendance.

Conditions to support learner success

• Leaders value input from learners, staff and whānau in strategic decision making to improve learner outcomes.
• Outcomes for learners are improved through leaders supporting targeted teacher professional learning.
• Leaders and teachers work collaboratively with whānau to build and sustain high levels of relational trust to support their child’s learning.

• Teachers gather a range of assessment information, strengthening planning and practices that respond appropriately to learners’ needs and improves outcomes for all learners.
• Learners needing additional support are clearly identified and teachers use effective evidence-based strategies to reduce barriers to learning.
• Teachers increasingly provide purposeful learning opportunities which have a positive impact on learner engagement and learning outcomes.

• The board supports leaders and staff to engage with whānau to improve learner progress, achievement and wellbeing.
• Leaders and teachers build and sustain strong relationships with iwi, Kāhui Ako and external providers to improve outcomes for learners.
• Leaders and teachers actively engage in professional learning to strengthen teaching practices including te ao Māori which is purposefully woven into the school’s curriculum.
• Leaders and teachers are proactive in creating an inclusive environment that promotes learner wellbeing and engagement in learning.

Part B: Where to next? 

The agreed next steps for the school are to: 

• further improve progress and achievement in reading, writing and mathematics for all learners
• successfully initiate the inclusion of year 7 and year 8 learners and strengthen the understanding of school values in everyday school life
• continue to build a positive and inclusive school environment through building on knowledge and understanding of the school’s values
• improve learning and engagement by further developing collaborative strategies with whānau to increase regular learner attendance.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• continue to engage in targeted professional learning that aligns with the changes to the New Zealand Curriculum
• implement the inclusion of year 7 learners through providing programmes and opportunities that targets and supports their learning and wellbeing
• review and refine strategies in place to increase regular learner attendance

Every six months:

• continue to review learner progress and achievement in reading, writing and mathematics to inform teaching and learning programmes
• implement national assessment priorities and align school assessment and reporting practices to these priorities
• gather and use learner and whānau feedback to ensure successful inclusion of year 7 and 8 learners

Annually:

• evaluate the impact of teachers’ professional learning on learner outcomes to ensure continued high-quality teaching 
• gather and evaluate learner, staff and whānau feedback to inform strategic direction and resourcing
• review the inclusion of year 7 and year 8 learner programmes and opportunities to ensure quality learning that supports learner wellbeing and engagement in learning
• use consistent school-wide assessment practices to effectively evaluate progress and achievement in reading, writing and mathematics
• evaluate the effectiveness of strategies in place to increase regular attendance.

Actions taken against these next steps are expected to result in:

• improved monitoring and evaluation of learner progress that better responds to leaners’ needs and informs next steps in learning
• improved learner progress and achievement in reading, writing and mathematics across the curriculum
• a positive and inclusive school environment that enhances learning and wellbeing
• increased regular attendance and engagement for all learners.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Sharon Kelly
Acting Director of Schools

18 February 2025

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home