Upper Moutere School - 07/09/2017

Summary

Upper Moutere School is situated in rural Nelson. The school provides education for students from Years 1 to 8. It has a roll of 142 children. A small number of children identify as Māori or Pacific.

There is stability in the teaching staff and leadership.

The principal is the leader for the newly established Motueka Community of Learning|Kāhui Ako (CoL).

The school has made good progress in addressing the recommendations from the 2012 ERO report.

Many children achieve very well in relation to the National Standards. These high levels of achievement have been sustained over time. The school demonstrates a strong commitment towards achieving equity and excellence in educational outcomes for all children.

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

The school is very successfully achieving equitable outcomes for all children.

Many processes are effective in enabling achievement of equity and excellence. These includestrong and collaborativeleadership that contributes greatly to the culture of ongoing improvement supported by teaching staff. A well-planned strategic approach to school priorities ensures they are closely aligned to annual planning, appraisal, internal evaluation, professional development and resourcing. The school has robust systems to identify, plan and monitor progress for all children, especially for those who are at risk of not achieving.

At the time of this evaluation, many children were achieving at or above in relation to the National Standards. The school demonstrates a strong commitment towards achieving equity and excellence in educational outcomes and has effective and sustainable processes.

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 very effective in responding to Māori and other children whose learning and achievement need acceleration. Leaders are aware of where there is disparity and can show they are able to address this. The school has maintained high levels of achievement over time.

The 2016 achievement data shows that most children achieve at and above the National Standards (NS). The achievement information at the end of 2016 shows that 90% of children are achieving at or above NS in reading, 87% at or above NS in writing, and 88% at or above NS in mathematics.

Leaders and teachers use effective processes to ensure achievement data is valid and reliable. They have developed robust assessment and moderation practices within the school and with other local schools.

School conditions supporting equity and excellence

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

The school has very good systems and processes to promote and sustain equity and excellence for all children.

Children’s learning benefits from a rich, authentic curriculum, collaborative teaching practices and well-resourced, flexible learning spaces that promote independence and student agency. The school’s vision and values provide a meaningful focus for the whole school. These are well known and help children to become confident, creative and show pride in their school.

School leaders have effectively created a culture of ongoing improvement among teaching staff. They make very good use of internal evaluation processes to identify areas for further development.

School leaders are future focused and have high expectations that build teacher capability and leadership capacity. Purposeful links with the wider education community provide leaders and teachers with professional learning groups that challenge and extend teaching and learning practices.

There are coherent systems in the school. School priorities, including priorities for raising student achievement, are clearly aligned to annual planning, appraisal, internal evaluation, and professional development and resourcing. Children at risk of not achieving are effectively supported by robust systems that identify and respond to individual needs.

Strong leadership within the school has led to a greater valuing of, promoting and celebrating Māori culture in ways that are respectful to Māori and all children.

The board is providing strong governance to the school. Comprehensive guidelines support the trustees to undertake their roles and responsibilities. Children’s wellbeing, learning and progress are well supported. These are the core concern and collective responsibility of the trustees, school leaders and staff.

Sustainable development for equity and excellence

The school is improvement focused and has very good internal evaluation processes that are effective in identifying practices that are working well and those that need to be further improved. This includes the recent refreshing of the curriculum, after consultation with the school community. 

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

Leaders and teachers now need to:

  • continue to increase bicultural perspectives in key school documentation

  • further develop teaching as inquiry processes across the school

  • continue to strengthen evidence-based appraisal processes.

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?

Children 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 Southern (Te Waipounamu)

7 September 2017

About the school 

Location

Nelson

Ministry of Education profile number

3229

School type

Full Primary (Years 1 to 8)

School roll

142

Gender composition

Male: 50% Female: 50%

Ethnic composition

Māori 8%
Pacific 3%
Other 15%
Pākehā 74%

Provision of Māori medium education

No

Review team on site

June 2017

Date of this report

7 September 2017

Most recent ERO reports

Education review April 2012
Education Review April 2009
Education Review May 2006