49 Martin Street , Wallaceville, Upper Hutt
View on mapUpper Hutt School is located in central Upper Hutt, north of Wellington. At the time of this ERO external evaluation the roll is 327 students, with 96 identifying as Māori and 29 as of Pacific heritage.
Raising achievement and engagement for all students through high quality teaching and learning is a key intent. The school’s strategic aims include a focus on culture, collaboration, curriculum and empowering learners.
The guiding whakataukī is ‘Kia tupu ai ēnei kakano hei rakau nui: May these tender seedlings grow into mighty trees’. The school vision is for a confident, connected and actively involved community of lifelong learners supported by its ‘PRIDE’ values: ‘Partnership, Respect, Integrity, Determination, Empathy’.
Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:
There have been a number of changes in staff and board since the July 2015 ERO report.
Significant building developments have resulted in collaborative teaching and learning environments.
Achievement in reading, writing and mathematics is consistent over time, with most students achieving at or above school expectations.
Most Pacific and the majority of Māori students achieve at or above the school’s expectations in reading, writing and mathematics.
The school recognises ongoing disparity for Māori achievement and for boys, especially in writing, and girls in mathematics. Strategies have been implemented to address this.
Students with more complex learning needs are supported through an appropriate range of interventions and well integrated into mainstream classes.
There is evidence of Māori and other students accelerating their learning. School leaders report many of the target students make accelerated progress through a range of programmes and interventions.
The recently revised curriculum framework supports the implementation of a meaningful, localised curriculum. Useful guidelines help teachers to be responsive to the diverse needs of students.
Students are well engaged in positive caring and inclusive learning environments. PRIDE values are evident through respectful, reciprocal relationships. The settled environment is partly an outcome of a well-managed transition process into and through the school and on to intermediate.
Students are well tracked and monitored. An appropriate range of information is used at class and schoolwide level to guide teaching and learning. Teachers inquire into the impact of their practice and student agency continues to be a focus for independent learning.
The school whānau community cultural plan demonstrates a commitment to Te Tiriti o Waitangi. School values and teaching strategies link with tikanga Māori. Teachers are increasing their knowledge and understanding of Maori language, culture and values.
The school is capably led and change well managed. There is a strong reflective culture and growing evaluation capability. School leaders and trustees consult and respond positively to multiple views that contribute to ongoing development. They have set appropriate priorities that include cultural responsiveness and inclusion.
Governance is sound. Plans, systems and processes for operations are well aligned. A strategic focus is on growing community partnership.
The school should continue to implement strategies and teaching practices to reduce achievement disparities for groups of learners in literacy, mathematics and other valued outcomes.
Curriculum review and development should continue to fully articulate local themes and cultural contexts.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
At the time of this review there are three international students attending the school.
Appropriate processes are used to monitor the wellbeing and provision of learning programmes for internationals students.
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Director Review & Improvement Services
Te Tai Pokapū - Central Region
21 September 2018
| Location | Upper Hutt |
| Ministry of Education profile number | 3053 |
| School type | Contributing (Years 1 to 6) |
| School roll | 327 |
| Gender composition | Boys 52%, Girls 48% |
| Ethnic composition | Māori 29% Pākehā 47% Pacific 9% Other ethnic groups 15% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | July 2018 |
| Date of this report | 21 September 2018 |
| Most recent ERO report(s) | Education Review July 2015 Education Review August 2012 Education Review July 2009 |
Classes are settled, with students on task and engaged in their learning. Lessons and class environments are appropriately focused on literacy and mathematics. Relationships among students and teachers are positive and respectful. The new leadership team is working collaboratively to improve aspects of curriculum, assessment and teaching practice.
ERO is likely to carry out the next review in three years.
Upper Hutt School is located in central Upper Hutt, north of Wellington. At the time of the review the roll was 345 students, with 23% identifying as Māori and 7% as Pacific.
There have been significant changes to school leadership and staff. A new principal and two new deputy principals were appointed at the start of 2015. A number of new teachers have joined the senior syndicate team.
The school has a number of professional development initiatives aimed at growing staff capability and enhancing learning partnerships with families and whānau. Regular whole school professional development seeks to enhance teacher practice, assessment practices and student learning and achievement.
Senior leaders have identified that improving the validity, interpretation and use of student achievement information is a priority. Teachers' assessment judgements about students' achievement in relation to the National Standards have not been consistently reliable. Since taking up their roles in 2015 senior leaders have:
Schoolwide inquiry and self review are informing and guiding changes in the use of assessment information by leaders, trustees and teachers. Specific plans are in place to begin monitoring, tracking and reporting on the progress of individual target students, groups and cohorts.
The Team 10 centre caters for students with specific learning needs. Programmes are effective, based on individual strengths, and provide students with both mainstream and centre learning. Families are highly engaged and they work with teachers in support of the students.
Achievement targets in the 2015 school charter were developed collaboratively by the staff and are appropriately based on the previous year’s data. Year 1 targets are designed to give students a sound foundation for ongoing learning. Three-way conferencing involving parents, students and teachers helps to grow learning partnerships and encourage students to take increasing responsibility for their own goals and development.
Leaders and ERO agree that newly developed and implemented systems and processes should enable the use of achievement information to make positive changes to learners’ achievement. It is important that ongoing review and evaluation of progress identifies, embeds and sustains practices that support improved outcomes for students.
The school's curriculum does not consistently meet the diverse learning needs of all students.
Senior leaders and staff recognise the importance of reviewing and documenting the Upper Hutt School curriculum to better reflect The New Zealand Curriculum and integrate local themes and contexts. The new curriculum action plan provides a useful framework to guide this review. Key aspects for development include:
Classes are settled, with students on task and engaged in their learning. Lessons and class environments are appropriately focused on literacy and mathematics. Relationships among students and teachers are positive and respectful. There are many opportunities for students to participate and celebrate success in a wide range of academic, sporting, cultural and leadership activities.
Māori students participate fully and enjoy success in all aspects of school life. Previous years’ National Standards data shows that Māori students achieve at comparable levels to their peers in the school.
External expertise supports kapa haka and provides regular instruction in te reo me ngā tikanga Māori for all students. The principal has initiated and promoted hui to encourage meaningful and regular engagement between the school and whānau. Growing this partnership is identified as a priority.
School leaders are committed to the development of a culturally responsive curriculum and teaching practice that reflects and promotes the language, culture and identity of Māori whānau and their children. ERO's evaluation confirms this as an important next step.
The school is better placed to sustain and improve its performance through recent changes to leadership, a focus on inquiry and evaluation, and the introduction of new systems and processes.
The new principal, well supported by the senior leadership team, is appropriately focused on:
There is an appropriate, increasing focus on growing and strengthening learning partnerships with students, parents, whānau and aiga. Regular consultation ensures community voices are sought, valued and responded to.
Leaders have reviewed and redeveloped the appraisal and attestation systems that aim to more effectively support and grow teacher capability. Teacher reflection and inquiry are key aspects of the process.
Trustees and school leaders recognise, and ERO also finds, that there is an urgent need to review, update and share governance and operational policies and procedures.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Classes are settled, with students on task and engaged in their learning. Lessons and class environments are appropriately focused on literacy and mathematics. Relationships among students and teachers are positive and respectful. The new leadership team is working collaboratively to improve aspects of curriculum, assessment and teaching practice.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
29 July 2015
| Location | Upper Hutt | |
| Ministry of Education profile number | 3053 | |
| School type | Contributing (Years 1 to 6) | |
| School roll | 345 | |
| Gender composition | Male 53%, Female 47% | |
| Ethnic composition | NZ European/Pākehā Māori Pacific Other ethnic groups | 56% 23% 7% 14% |
| Special Features | Resource Teacher: Literacy Supplementary Learning Support Teachers Special Needs Facility - Team 10 | |
| Review team on site | June 2015 | |
| Date of this report | 29 July 2015 | |
| Most recent ERO report(s) | Education Review Education Review Education Review | August 2012 July 2009 July 2006 |