Methven 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 

Methven School is located near Mt Hutt in Mid Canterbury and provides education for learners in Years 0 to 6. The school’s STAR values (Sporting, Trustworthy, Accepting and Responsible) are an integral part of their vision, Making Pathways to the Stars through a learning environment that prepares students for the future. 

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 students achieve at the expected levels in reading, writing and mathematics. 
• Learners needing tailored support are clearly identified, supported and make progress.
• The majority of learners regularly attend school and are engaged in learning.

Conditions to support learner success

• Clear strategic direction ensures goals and targets set by leaders and teachers, in consultation with whānau, are pursued to improve outcomes for all learners.
• Leadership effectively uses a range of evidence well to identify development needs, plan for these, monitor and clearly report on the school’s improvement cycle.
• Engagement with whānau is a priority for leaders and staff; and this fosters inclusion, belonging and connection.

• Learners are engaged through an innovative and responsive curriculum that increasingly reflects the local context.
• Teachers use and analyse a range of appropriate assessments ensuring programmes meet the needs of all learners.
• Teachers use the school’s set of Pathway Progressions well to focus learners on their goals and to plan and to monitor learners' rate of progress.

• The board strategically plans and strengthens improvement priorities and goals related to learning, wellbeing, achievement and progress.
• Resources for teaching and learning are well managed through collective informed decision making.
• Targeted professional learning for support staff and teachers contributes to improvement, learner wellbeing, progress, achievement and learning partnerships with whānau.
• Learners report that they have a strong sense of belonging.

Part B: Where to next?

The agreed next steps for the school are to: 

• build staff and learners’ capabilities in te ao Māori
• strengthen inclusive practices to foster the identities, languages and cultures of learners
• regularly seek the perspectives of whānau and learners to inform further improvements.

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

Every six months:

• clearly identify staff strengths and development needs to provide targeted professional learning
• consult learners and whānau to develop a greater understanding of the language, identity, and culture of all learners
• monitor, review and moderate learners’ progress and achievement against the Pathway Progressions.  to inform teacher planning.

Annually:

• leaders and teachers seek the perspectives of whānau and learners to inform further improvements
• leaders and teachers use comprehensive data analysis to evaluate the progress and achievement of all learners to measure improvement.

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

• increasing integration of quality te reo Māori, tikanga Māori and mātauranga Māori learning opportunities throughout the curriculum
• language, identity and culture of staff and learners are recognised and celebrated across the school
• levels of progress and achievement for all learners are sustained and further improved.

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 

Shelley Booysen
Director of Schools

1 July 2024 

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