Upper Harbour Primary School

School 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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School

Upper Harbour Primary School provides education for learners in Years 1 to 6. The current roll is approximately 400 learners, with 66% of Asian descent, 12% of European/Pākehā descent and 3% who identify as Māori.

The school’s vision of We are a connected, creative community that inspires courageous learners is underpinned by the four core values of Hiranga, Manaakitanga, Whanaungatanga and Whai Whakaaro.

The Upper Harbour Primary School Board appointed a new principal who began in Term 1 2025.

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

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the October 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

ERO worked with the school to evaluate the effectiveness of learning and organisational conditions in fostering equity, wellbeing, and a sense of belonging among students.

The school expected to see the implementation and use of the Upper Harbour Wellbeing Model across the school.

Findings

The Upper Harbour Wellbeing Model is a key part of the school’s curriculum and is well understood by students and their whānau. This model helps students build emotional skills, feel confident in their identity, and experience inclusive teaching that supports their overall wellbeing.

Staff use different wellbeing tools to track how students are feeling and respond to any changes. Students participate in activities that encourage them to work together, solve problems, and build strong relationships.

As a result, students express that they feel safe, supported, and proud to be part of their school. They can talk confidently about their wellbeing and the strategies that help them. Systems for tracking and responding to wellbeing are strong and consistent, helping students, whānau, and the wider community be involved and valued.

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding?Success and progress for all learners is increasing.What is the quality of teaching and learning?Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.How well does the school curriculum respond to all learners needs?

Learners have rich opportunities to learn across the breadth and depth of the curriculum.

There is a consistent focus on supporting learners to gain skills in literacy and mathematics.

Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement?School planning and conditions to support ongoing improvement to the quality of education for learners are well established.How well does the school include all learners and promote their engagement and wellbeing?The school successfully promotes learners’ engagement, wellbeing and inclusion.How well does the school partner with parents, whānau and its community for the benefit of learners?

The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress.

The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 6

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Less than a third 

Less than half 

Small majority 

Large majority 

Most 

Almost all 

0 to 33%

34 to 49%

50 to 65%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

Most learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Mathematics

Almost all learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The large majority of learners attend school regularly.
• The school is approaching the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is improving towards or beyond the target.

Assessment

This section is about how the school assesses learner progress and achievement.

• The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
• Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

• The school is developing good quality planning to increase the rate of progress for all groups of students.
• The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• Learners express a strong sense of belonging to their school that supports their engagement and wellbeing.
• Learners experience a cohesive, broad curriculum that responds to their cultures and interests. Strong links to the local environment give learners opportunities to take action in meaningful ways.
• Learners requiring additional support are identified and effective interventions put in place to address their needs and minimise barriers to learning.
• Leaders build high trust and increasingly collaborative relationships among staff. They are focused on growing evaluative capability schoolwide to ensure ongoing equitable and excellent outcomes for all learners.
• Well considered staff professional development aligns to the school’s priorities and is purposefully implemented for ongoing improvement of teaching and learning practices.
• The School Board and leaders use a wide range of reliable progress and achievement information, including community consultation and student voice, to inform the school’s strategic direction and resourcing.
• Structured literacy is well embedded up to Year 2 and is currently being implemented in the middle and senior schools. The implementation of the new mathematics curriculum is a key focus for 2025.

Key priorities

• Embed structured literacy and the new mathematics curriculum schoolwide, including assessment changes, to support consistent high-quality teaching and learning.
• Strengthen evaluation practices across the school, driving equitable and excellent outcomes for all groups of learners.
• Further improve and sustain the regular attendance of all learners.

Actions to bring about improvement

Within six months:

• leaders and teachers identify key practices in literacy, mathematics and assessment, developing and embedding shared expectations for teaching and learning across the school
• senior leaders use professional learning opportunities to strengthen staff understanding and practice around the role of evaluation for ongoing improvement
• senior leaders and staff review current attendance strategies and initiatives to identify further actions

Annually:

• senior leaders monitor and review how well teaching and learning practices are consistently embedded schoolwide, identifying future priorities
• senior leaders review progress with embedding evaluation practices schoolwide and the impact on further improving learner outcomes
• senior leaders and the school Board review student attendance, progress and achievement information to inform future strategic decision making.

Expected outcomes

• Improved and sustained high levels of achievement for all groups of learners in reading, writing and mathematics.
• Consistent high-quality teaching, learning and assessment practices embedded schoolwide.
• Increased regular attendance that consistently meets the Government’s target of 80%.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

The next public report on ERO’s website will be a School Report and is due within four 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
Director of Schools

23 September 2025