Ngatimoti School - 12/01/2018


Ngatimoti School is a rural primary school near Motueka for children in Years 1 to 8. The school roll at the time of the review was 93 children.

School-wide achievement information shows that the majority of children achieve well in relation to the school’s valued outcomes and the National Standards. school-wide achievement information over the last four years shows children sustained good progress over time.

Leaders and teachers are actively engaged in the Motueka Kāhui Ako| Community of Learning (CoL). The principal is co-leader of the CoL and is contributing to the development of systems and sharing practice to support the wider educational community.

The school took part in a Ministry of Education literacy intervention in 2013-2016.

Since the February 2013 ERO review, the school has made good progress in addressing the areas for development. This includes:

  • explicitly focusing on promoting and monitoring ongoing educational success for Māori as Māori

  • effectively evaluating strategies used to accelerate student achievement and improve wellbeing.

How well is the school achieving equitable outcomes for all children?

The school is responding very effectively to children whose learning and achievement need acceleration.

This school has very effective systems, processes and practices for enabling the achievement of equitable and excellent outcomes for all children.

There are well-established internal evaluation processes that are effective in identifying areas for further improvement. Leaders and teachers use this information well to make positive changes.

To strengthen current practice, leaders need to extend reporting to the board to include analysis of rates of progress children make in their learning.

ERO is likely to carry out the next review in four-to-five years.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is responding very effectively to children whose learning and achievement need acceleration.

The school’s achievement information shows that most children achieve at and above the National Standards in reading, writing and mathematics. There is some disparity for boys in writing. Leaders and teachers have developed useful systems and practices for identifying and responding to this disparity. Achievement information shows that most children make accelerated progress.

Trustees, leaders and teachers, in consultation with the community, have identified key valued outcomes for their children. These include; wellbeing, creativity, identity, literacy and numeracy. School information shows that children are well supported to achieve these outcomes. Teachers use learning and wellbeing information effectively to purposefully plan to improve the wellbeing, creativity, and confidence of those children who need it. Data shows these children make good progress in these areas.

Children with additional learning needs are well supported to make progress against personalised learning goals.

Leaders and teachers have developed robust assessment and moderation practices within the school and with other schools. These are supporting teachers to make reliable judgements about children’s achievement.

School conditions supporting equity and excellence

This school has very effective systems, processes and practices for enabling the achievement of equitable and excellent outcomes for all children.

What school processes are effective in enabling achievement of equity and excellence?

Children benefit from a broad, inclusive, and integrated curriculum that is responsive to their individual interests, needs and strengths for learning and wellbeing. Teachers effectively plan and implement a curriculum that enacts the school’s and the New Zealand curriculum’s vision of confident and lifelong learners, whilst making good use of their local environment. Teachers provide experiences that support all children to learn about their bicultural heritage. Children are well supported to develop and demonstrate the school’s values of being: respectful, positive, innovative, excellent and responsible.

Trustees actively represent and serve the community well. Trustees and leaders are implementing a clearly aligned strategic vision, values and priorities. These ensure there is an explicit focus on learning, wellbeing and achievement for all children. They scrutinise the effectiveness of the school programmes and practices in achieving valued outcomes.

School leaders have high expectations and well-developed systems, processes and planning to ensure the learning needs of all students are met. They:

  • effectively implement systems and practices for internal evaluation and inquiry that leads to sustained improvements

  • build relational trust and collaborative practice across the whole school community

  • ensure there is effective planning, coordination and evaluation of the school’s curriculum.

Purposeful, authentic and positive learning relationships underpin children’s learning and wellbeing in this school. Children, families/whānau and teachers work together to identify children’s strengths, learning needs, set goals and plan responsive learning strategies. Children’s and their families’ perspectives are highly valued and actively responded to. Children play an active role in supporting each other’s learning in a range of contexts (an example of tuakana-teina). Teachers focus on building relationships is supporting Māori children to succeed as Māori. Teachers collaborate closely with each other and with teachers from other schools, to develop their understandings of effective practice and to promote positive outcomes for children. Leaders and teachers maintain close relationships with community organisations, early learning services and the local high school in order to enhance children’s learning and their transitions into and from school.

Effective, culturally responsive teaching supports and promotes children’s learning and wellbeing. Teachers make very good use of a wide range of assessment information to get to know children as learners and individuals, and to identify those children needing additional support. They plan and adapt their teaching practices and programmes to meet children’s needs. Leaders and teachers closely monitor children’s progress, achievement and wellbeing and evaluate the effectiveness of their teaching. Teachers are developing and using evidence-based, effective teaching strategies to engage children in learning and accelerate their progress. Teachers continue to build their professional skills through relevant, deep and evidence-based inquiries and professional development.

Teachers effectively plan and provide individual support for children with additional learning needs.

Sustainable development for equity and excellence

The school has many processes that are contributing to sustaining equity and excellence.

What further developments are needed in school processes to achieve equity and excellence?

In addition to student achievement, the school needs to analyse and report to the board on children’s rates of progress. This will enable the board to:

  • be better assured all children are making sufficient progress

  • better know the impact of targeted actions to accelerate children’s progress.

Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Learners are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

ERO is likely to carry out the next review in four-to-five years.

Dr Lesley Patterson

Deputy Chief Review Officer

Te Waipounamu - Southern Region

12 January 2018

About the school



Ministry of Education profile number


School type

Full Primary (Year 1 to Year 8)

School roll


Gender composition

Girls 46

Boys 50

Ethnic composition

Māori 7

NZ European 86

Pacific 3

Provision of Māori medium education


Review team on site

September 2017

Date of this report

12 January 2018

Most recent ERO report(s)

Education Review February 2013

Education Review October 2009

Education Review July 2006