Upper Moutere 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 

Upper Moutere School is located in the Tasman District and is a full primary school that provides education for learners in Years 1 to 8.   The school’s vision is for learners to be empowered to be confident, active, creative, literate, numerate thinkers. Its values are Responsibility, Respect and Pride.

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 

Outcomes for learners are increasingly excellent and equitable.

• Most learners are achieving at or above expected curriculum levels in reading, writing and mathematics. 
• Increased equity, progress and achievement is evident for all groups of learners.
• Learners express a strong sense of belonging that is well supported by the school’s values and inclusive practices.
• A small majority of learners attend school regularly; strategies and goals are in place to improve regular attendance for all learners to achieve the Government’s national target.

Conditions to support learner success

Leaders work collaboratively with support and teaching staff to strengthen teaching and learning practices that improves outcomes for all students.

• Leaders and the board proactively involve teachers and whānau in strategic decision making to further improve progress, achievement and wellbeing for all learners.
• Leaders and the board provide targeted professional learning to strengthen teachers’ practice that improves outcomes for learners.
• Leaders and teachers partner with whānau to maintain high levels of relational trust that supports learning and wellbeing for all learners.

Relevant evidence-based teaching strategies and practices effectively engage all learners to progress and achieve in their learning.

• Teachers gather and use relevant assessment information to inform and guide quality planning and practice for all learners.
• Teachers increasingly provide opportunities to explore and learn within local contexts that has a positive impact on the way learners see themselves, their identities and cultures.
• Learners needing additional support are identified and provided with effective teaching that improve their outcomes.

Appropriate systems and processes clearly link to the school’s strategic direction and targets for improved learner outcomes.

• Leaders and teachers work collaboratively and prioritise professional learning, including te ao Māori, to strengthen teaching practices and support learning.
• Leaders and teachers build and sustain positive relationships with learners, whānau, Kāhui Ako and external providers to improve outcomes for all learners.
• The school’s values and inclusive practices are reflected across systems and processes to promote wellbeing for all learners.

Part B: Where to next? 

The agreed next steps for the school are to: 

• continue to regularly monitor assessment information to sustain progress and achievement in mathematics, reading and writing for all learners
• integrate local stories and history in the school’s curriculum and learning
• continue to strengthen partnerships with whānau to further improve learner engagement through regular conversations around learner’s progress
• communicate with, and support parents and whānau to understand the importance of regular learner attendance and achievement

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

Within six months:

• continue with targeted professional learning in mathematics and structured literacy to strengthen consistency of teaching practices across the school and further improve progress and achievement for all learners
• review and refine strategies for increasing regular attendance and communicate attendance expectations clearly to the community

Every six months:

• review assessment information in mathematics, reading and writing and adapt teaching practices to meet the many different needs of all learners
• extend teachers' local cultural knowledge and the integration of local stories and history through further development of the school’s local curriculum
• report to the board on progress towards strategic goal and targets

Annually:

• evaluate the impact of professional learning on teaching practice, and outcomes for learner achievement and wellbeing 
• review school-wide assessment and reporting practices to reflect the changes within The New Zealand Curriculum  
• consult with learners, staff and whānau to develop future strategic direction, goals and resourcing.

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

• sustained progress and achievement in reading, writing and mathematics for all learners
• learners attending school regularly
• learning centred partnerships between teachers, parents and whānau that support learner achievement, progress and attendance.

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