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Upper Moutere School 03/07/2012
© ERO 2010
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Upper Moutere School Education Review
1 Context 2
2 Learning 3
3 Curriculum 4
4 Sustainable Performance 6
About the School
Location Upper Moutere, Nelson
Ministry of Education profile
School type Full Primary (Years 1 to 8)
Decile [1] 7
School roll 154
Gender composition Female 51%
Male 49%
Ethnic composition NZ European/Pākehā
Review team on site April 2012
Date of this report 3 July 2012
Most recent ERO report(s) Education Review
Education Review
Education Review
April 2009
May 2006
December 2002
The Purpose of an ERO Report
The purpose of ERO’s reviews is to give parents and the wider school community assurance
about the quality of education that schools provide and their children receive. An ERO school
report answers the question “How effectively is this school’s curriculum promoting student
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learning – engagement, progress and achievement?” Under that overarching question ERO
reports on the quality of education and learning outcomes for children and for specific groups
of children including Māori students, Pacific students and students with special needs. ERO
also reports on the quality of the school’s systems for sustaining and continuing
School deciles range from 1 to 10. Decile 1 schools draw their students from low
socio-economic communities and at the other end of the range, decile 10 schools draw their
students from high socio-economic communities. Deciles are used to provide funding to state
and state integrated schools. The lower the school’s decile the more funding it receives. A
school’s decile is in no way linked to the quality of education it provides.
Individual ERO school and early childhood centre reports are public information and may be
copied or sent electronically. However, the Education Review Office can guarantee only the
authenticity of original documents which have been obtained in hard copy directly from either
the local ERO office or ERO National Office in Wellington. Please consult your telephone
book, or see the ERO web page,, for ERO office addresses.
1 Context
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1 Context
What are the important features of this school that have an impact on student learning?
Upper Moutere School, situated in a small historic village in rural Nelson, provides high quality
education for students from Years 1 to 8. It features New Zealand’s oldest existing classroom.
This is put to good use as an additional teaching space for supporting identified groups of
students. The school and community have a strong partnership. There is a positive reporting
history with ERO.
The collaborative vision and values are clearly expressed through ‘learning lights’ that provide
a meaningful focus for the whole school. These are demonstrated through respectful
relationships between teachers and students. Learners are confident and creative and show
pride in the school.
Stability in leadership, staffing and at board level contributes to the continual ‘strive for
excellence’. Professional development is well resourced for all staff. The principal and
teachers regularly participate in professional discussion, critique their teaching practice and
observe models of effective teaching. This has a positive influence on teaching and learning.
2 Learning
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2 Learning
How well are students learning – engaging, progressing and achieving?
Students are highly engaged in productive learning environments. They work cooperatively
and are focused and motivated to achieve. Students knowledgeably discuss their learning, the
purpose of their work, how they are achieving and their next learning steps. They demonstrate
strong sense of ownership of their learning, set goals and regularly reflect on progress.
The school reports that most students achieve at or above, in relation to the National
Standards, in reading, writing and mathematics. Achievement data is thoroughly interrogated
to identify
school-wide priorities. Student achievement targets related to National Standards are based
on this well-analysed data. Progress is regularly reported to trustees.
Students who identify as Māori make up 6% of the school roll. The school reports that the
majority achieve at or above National Standards expectations in reading, writing and
mathematics. Achievement information shows these students made good progress in 2011
with a significant proportion making accelerated progress.
Students identified as achieving below expectations are effectively supported through a range
of programmes, innovative use of staffing and generous resourcing by the board. Teachers
use data to plan for individual and group needs and identify strategies to raise the
achievement of target students within their classroom programmes. In 2011, many of these
students made significant progress in mathematics, moving from well below to achieve at
A Special Education Needs Coordinator works closely with teachers and support staff to plan
and implement individual programmes and record, track and monitor target students’
progress. This information has yet to be fully reported to the trustees to enable them to
evaluate the success of their resourcing.
The whole school community works together to support the success and progress of all
students. Practices and resources are continually reviewed and reallocated to best meet
students’ needs. Outcomes of assessment are shared with students and used to set individual
learning goals. Strategies are shared with parents so they can support their child with these at
home. Progress is celebrated and reported to parents at student-led conferences twice a
3 Curriculum
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3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The Upper Moutere School curriculum design is highly focused on students and responsive to
their interests. There are clear links to the vision, values and ‘learning lights’ and the rich local
geographical and historical perspectives, including Māori, are celebrated and reflected. The
integrated approach is well used for inquiry learning. This emphasises the importance of
students seeing the relevance of their learning and making connections with their prior
knowledge and experiences.
The broad curriculum provides good opportunities for the creative arts, sports and thinking
skills alongside reading, writing and mathematics. Benchmarks have been established in most
learning areas. The curriculum identifies effective teaching practices, planning expectations,
and assessment, implementation and reporting overviews.
Many effective teaching practices are evident in classrooms, and these are clearly focused on
developing independent and successful learners. Practices include:
discussing success criteria with students, modelling good practice and giving clear,
specific written and oral feedback
using good questioning techniques to promote thinking, recall, and develop
high-quality class descriptions that provide comment on achievement, progress and
strategies to accelerate progress to inform teaching and learning
planning that incorporates targeted teaching, deliberate grouping of students and
appropriate and relevant learning tasks
using e-learning effectively as a tool to engage students.
How well does the school promote Māori student success and success as Māori?
Since the April 2009 ERO report teachers have undertaken professional development to build
their confidence in te reo Māori. As a result of consultation with Māori whānau, kapa haka is
now inclusive across the school.
A sound draft plan has been developed to increase effective teaching and learning and to
promote higher levels of achievement specifically for Māori students. This plan is in the early
stages of implementation and is being used for ongoing review and development during 2012.
The school has identified that success as Māori is a priority focus for development and review
and in 2012 all teachers have related appraisal goals. The embedding of all aspects of the
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plan is highly likely to raise the profile of te reo me ngā tikanga Māori across the school and
further promote success of Māori students as Māori.
4 Sustainable Performance
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4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
High-quality self review drives a culture of continuous improvement and development at all
levels of the school community. This is appropriately informed by student achievement data,
the outcomes of consultation and relevant research. The process identifies next steps for
development and implementation. These priorities are generously resourced to enable
achievement of the set goals. A well-developed cycle of review is established and followed.
The charter, strategic and annual plans are clearly aligned. They provide clear direction for all
school operations and a strong basis for ongoing self review. A comprehensive self appraisal
of the board structure and function enabled trustees to identify strategies for improved
performance. Succession planning provides for continuity of knowledge and leadership.
The principal effectively leads and promotes an inclusive, consultative and collegial team
approach. The leadership structure has been widened to make the most of staff strengths. A
sound appraisal system is well implemented and linked to school-wide targets. Teaching is
observed and the regular, constructive feedback and feedforward informs reflection and
improvement. School leaders are considering ways to strengthen aspects of this process.
High levels of professional development are accessed to support ongoing practice.
Inquiry into teaching practice is deliberate and embedded in the culture of the teaching team.
This has been fostered through participation in the Moutere Hills Cluster professional learning
networks for the principal and all teachers. This contributes to positive outcomes for teaching
and learning.
Board assurance on legal requirements
Before the review, the board of trustees 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:
board administration
management of health, safety and welfare
personnel management
financial management
asset management.
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During the review, ERO checked the following items because they have a potentially high
impact on student achievement:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
stand-downs, suspensions, expulsions and exclusions
When is ERO likely to review the school again?
ERO is likely to carry out the next review in four-to-five years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
3 July 2012