The Education Review Office (ERO) Evaluation

Situated in an attractive rural setting on the outskirts of Motueka, Lower Moutere School caters for students from years 1 to 8.  The buildings are well presented and the grounds feature mature trees and gardens.  Classrooms are well resourced and students have access to a large sports field, library and swimming pool.

The 2005 ERO review focused on the quality of teaching in reading and writing.  It identified a need for the school to make better use of analysed achievement information at class and school-wide levels, embed formative assessment practices and strengthen the school’s quality assurance systems, including appraisal.  Teachers have participated in further literacy professional development and progress has been made to address the areas for improvement identified in 2005, including strengthening performance appraisal.

There has been significant change to staffing.  A new principal was appointed for the 2007 school year and three new teachers, two of whom are in their first year of teaching, commenced in February 2008. 

The Board of Trustees and principal are aware that student achievement in literacy is an ongoing concern.  Therefore ERO agreed to evaluate the quality of assessment practices with a continued emphasis on reading and writing.  This report includes information on what the school knows about student achievement overall, the achievement of Māori students, and how well professional learning and development are managed.  ERO investigated aspects of compliance related to health and safety requirements and some issues are identified.  There is a need for the board to consult its community about the health programme every two years.

The principal, who provides strong professional leadership, works collegially and cooperatively with trustees, staff and the community.  She has high expectations of teacher performance and actively promotes professional dialogue.  The teachers’ performance appraisal process is thorough and clearly focused on improving teaching practice to support student achievement.

Student achievement and well-being are central to all decision making and planning.  Assessment information is used to set achievement targets and guide improvement at management and operational levels.  A more consistent approach to the gathering and analysis of achievement information has been initiated.  New tools are being considered to establish a school-wide approach to assessment and the collection of valid and reliable data to make comparative judgements over time.

Appropriate emphasis is given to the teaching of literacy and numeracy.  Professional development in literacy, inquiry learning and increasing the use of information and communication technologies is changing classroom practice.  Productive, meaningful activities that use a wide range of appropriate resources foster a high level of
on-task behaviour in most classrooms.  Differentiated programmes provide for the varying identified needs and abilities of students.

Effective management strategies result in a positive school tone and settled classrooms that support student learning.  Students are well mannered and articulate. They spoke positively to ERO about the recent changes to the behaviour management programme.

Trustees have a clear understanding of their governance role and are kept well informed by the principal.  The board is committed to supporting teachers meet the ongoing needs of students through targeted resourcing.  Parental support for school activities is valued and links between home and school are being strengthened to promote improved outcomes for students.  Consultation with the Māori community is scheduled for May.  This should assist the board to meet its declared obligations to the Treaty of Waitangi.

The board and ERO have agreed recommendations to assist the school’s continuous improvement.  These include the need to establish a team approach to implementing integrated programmes, assessing student progress and achievement; and establishing a process of ongoing review that evaluates the impact of professional development and school interventions to improve outcomes for students.

Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report. 

ERO is likely to review the school again as part of the regular review cycle.