Belmont School (Lower Hutt)

Belmont School (Lower Hutt)

Te Ara Huarau | School Profile Report


This Profile Report was written within 12 months of the Education Review Office and Belmont working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website.


School is situated in the Lower Hutt suburb of Belmont. It delivers learning opportunities to learners in Years 1 to 6. 

Belmont’s strategic priorities for improving outcomes for learners are:

  • for learners to experience teaching and learning programmes that are purposeful and responsive to each student while reflecting the Treaty of Waitangi and the diversity of the community
  • to promote and respond to the wellbeing of all through the school culture and values with a focus on developing the strengths and potential of everyone.

You can obtain a copy of the school’s strategic and annual plan from the Belmont School website.

ERO and the school are working together to evaluate how effectively school practices are supporting the wellbeing and achievement of all students, especially that of Māori and Pacific students in reading and writing. 

The rationale for selecting this evaluation is a desire to: 

  • identify and strengthen teaching practices to better support Māori and Pacific learners
  • adapt classroom practices to better focus on the needs of identified learners and to ensure teaching practices are flexible and adapted to meet the needs of the diverse learners in each classroom
  • develop systems to strengthen whānau voice to enable whānau Māori to further inform school practices and planning. 

The school expects to see an improvement in the wellbeing, engagement and achievement of all students through changes to classroom teaching practices and an increased engagement with whānau Māori


The school can draw from the following strengths to support the school in its goal to evaluate how effectively school practices are supporting the wellbeing and achievement of all students.

  • Strong leadership that is supportive of individuals and constantly seeks to strengthen professional practice within the school.
  • Strong systems and processes that promote and support learner and staff wellbeing.
  • High levels of achievement that increases as students progress though their schooling.

Where to next?

Moving forward, the school will prioritise: 

  • identification of students for whom additional strategies may be required to enhance outcomes
  • the implementation of new teaching strategies to further strengthen teacher effectiveness
  • provision of opportunities for further professional learning discussions about effective teaching including feedback to teachers about the effectiveness of their classroom practice
  • re-establishment of the whānau group to inform school practices and planning.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

7 February 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Belmont School (Lower Hutt)

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of March 2023, the Belmont School (Lower Hutt) Board has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Further Information

For further information please contact Belmont School (Lower Hutt), School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director Of Schools

7 February 2024 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Belmont School (Lower Hutt) - 14/12/2017

School Context

Belmont School (Lower Hutt) is a Years 1 to 6 primary school. At the time of this review the roll was 396 children and 15% of learners are Māori with 4% of Pacific heritage.

The school’s vision: ‘Succeeding together – Mā te mahi tahi ka piki kōtuku’, guides all aspects of school life. The charter emphasises continuous improvement, with a focus on student progress and achievement. Four strategic goals document expectations that students will be active, successful learners; and that highly effective school organisation will support this.

The curriculum is guided by the principles of The New Zealand Curriculum and the community values of innovation, diversity, fun and caring for each other. These values are expressed in every-day actions and interactions.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics and other valued outcomes, including termly progress of target students and wellbeing.

A gateway waharoa, Te Kōtuku, represents ‘how the school welcomes, embraces and celebrates all who come through the gates, honouring those who came before and looking forward to the future’.

In 2017, teachers and leaders have participated in the Accelerated Learning in Literacy (ALL) professional development programme, focused on writing. Other areas of focus have been acceleration of achievement and student wellbeing.

Belmont School is part of the Naenae Community of Learning|Kāhui Ako. Through this involvement the school is participating in a special education learning support trial.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Achievement information shows that over time at the school, students increase their achievement. Almost all of the students leaving at the end of Year 6 are achieving well.

At the end of 2016, most students were achieving at high levels in reading and mathematics with the percentage of students achieving well in writing slightly lower. More girls than boys were achieving well in writing and more boys in mathematics. There was some disparity for the achievement of Māori and Pacific students in mathematics.

This information has led to the setting of appropriate, relevant targets for 2017. These have been supported by strongly aligned school processes.

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

Many students made accelerated progress in 2017. This includes approximately a quarter of all Year 2 to 6 target students in writing. Of this group of target students, more boys than girls made accelerated progress. Approximately a third of Māori target students made accelerated progress in mathematics. There is direct alignment between the areas of greatest acceleration and the school’s 2017 targets.

Leaders and teachers have a relentless focus on supporting all learners to achieve well and be successful.

2 School conditions for equity and excellence

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

A sense of shared responsibility for the success of all children is clearly evident. The charter and strategic goals have a single focus on students and their learning. All school processes are closely aligned to these overarching goals. The principal regularly reports progress towards the goals to the board of trustees. Teachers and team leaders continuously focus on strategies to enhance and accelerate learning.

Trustees and leaders have robust conversations about and scrutinise achievement data to inform resourcing decisions. Assessment data is used to gain a deeper understanding of each child’s achievement and to extend their learning. Robust systems drive ongoing improvement in teaching and learning. Teachers demonstrate adaptive expertise that promotes the wellbeing, achievement and progress of all learners.

Partnerships with parents are responsive, with flexible school processes to meet the needs of the child. Maintaining existing relationships and establishing these with all new students and their families is a priority. Individualised communication with families is emphasised. Leaders and teachers work with families and whānau and external agencies to foster the learning of students with additional learning needs.

A schoolwide culture of inclusiveness recognises and appreciates that diversity is a cornerstone. Teachers differentiate their classroom practices to meet the needs of all students. There is an ongoing focus for each teacher on what is needed to meet the needs of the learners in their classroom.

The responsive curriculum has strengthened the role of students in leading their learning. The Belmont active learner traits embody this: learners connect; are resilient; are responsible; question; are resourceful; and reflect. The school’s use of digital devices enhance learning opportunities in a considered way. Ongoing curriculum development is grounded in the principles of The New Zealand Curriculum.

Appraisal is a meaningful process that supports growth in professional practices and promotes positive student outcomes. Ongoing inquiry builds teachers’ understanding of learners and their own professional knowledge. Teachers benefit from responsive internal and external professional development.

A culture of high expectations is woven into teaching and learning, enhanced by supportive relationships. The principal works collaboratively and effectively with other senior leaders to develop and enact the school’s vision and values and to establish and focus on priorities for equity and excellence. There is a strong emphasis on building leadership across the school. Team leaders mentor and assist teachers to reflect on, inquire into and evaluate their practice.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence?

Capability and collective capacity to do and use evaluation, and inquiry and knowledge building sustains improvement and innovation. The importance of student and community voice is recognised and valued. Further refining ongoing evaluation will increase clarity about the impact of strategies used to raise the achievement of target students.

The design of the new waharoa is significant in acknowledging the local area and beginning partnership with local iwi. Furthering cultural responsiveness to strengthen the curriculum for all is ongoing. Next steps are to: continue to build teachers’ knowledge and capability with the use of te reo me ngā tikanga Māori; and increase te ao Māori within the curriculum, giving priority to significant local knowledge.

3 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
  • finance
  • 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.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • achieving outcomes for students that show consistently good levels of achievement
  • leadership and systems that ensure ongoing improvement in teaching and learning
  • direction setting by the board of trustees that focusses on students and their learning
  • evaluation, inquiry and knowledge building that sustain ongoing improvement and innovation.

Next steps

For sustained improvement and future learner success, a development priority is in:

  • increasing te ao Māori within the curriculum, giving priority to significant local knowledge.

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

About the school

LocationLower Hutt
Ministry of Education profile number2807
School typeContributing (Years 1 to 6)
School roll396
Gender compositionBoys 52%, Girls 48%
Ethnic compositionMāori 15% 
Pākehā 62%
Samoan 4% 
Indian 3% 
Chinese 2% 
African 2% 
Other ethnic groups 12%
Provision of Māori medium educationNo
Review team on siteNovember 2017
Date of this report14 December 2017
Most recent ERO report(s)Education Review October 2013 
Education Review June 2009 
Education Review May 2006