Lower Moutere School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 214
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 8 School Road, Lower Moutere
- Territorial authority
- Tasman District
- Phone
- 03-5267775
- office@lowermoutere.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Getting there
- Two school bus runs: the Waiwhero run serving inland Lower Moutere towards Upper Moutere (free), and a bus to and from Motueka (charged)
The school operates a bus service through the Ministry of Education. We have two school bus runs. One is known as the Waiwhero run, which serves inland Lower Moutere, extending up towards Upper Moutere and this service is free. The other bus is to and from Motueka, which there is a charge for using regardless of the distance you reside from school.
- Two school bus runs: the Waiwhero run serving inland Lower Moutere towards Upper Moutere (free), and a bus to and from Motueka (charged)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 191
- Māori
- 33
- Pacific
- 7
- Asian
- 16
- MELAA
- 4
- Other
- 4
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 1 | 0 | 0 | 0 | 0 | 23 | 0 | 23 |
| Year 02 | 1 | 0 | 3 | 1 | 1 | 28 | 0 | 29 |
| Year 03 | 7 | 0 | 0 | 0 | 0 | 25 | 0 | 27 |
| Year 04 | 2 | 1 | 2 | 1 | 0 | 25 | 0 | 28 |
| Year 05 | 6 | 0 | 1 | 0 | 1 | 30 | 0 | 33 |
| Year 06 | 6 | 2 | 1 | 1 | 0 | 20 | 0 | 28 |
| Year 07 | 9 | 1 | 1 | 0 | 1 | 29 | 0 | 34 |
| Year 08 | 5 | 1 | 0 | 0 | 0 | 17 | 0 | 21 |
| Total | 37 | 5 | 8 | 3 | 3 | 197 | 0 | 223 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 20 | 0 | 20 |
| Age 06 | 1 | 0 | 3 | 0 | 1 | 29 | 0 | 29 |
| Age 07 | 6 | 0 | 0 | 1 | 0 | 23 | 0 | 26 |
| Age 08 | 3 | 1 | 2 | 1 | 0 | 28 | 0 | 31 |
| Age 09 | 4 | 0 | 1 | 0 | 1 | 28 | 0 | 29 |
| Age 10 | 8 | 2 | 1 | 1 | 0 | 22 | 0 | 32 |
| Age 11 | 7 | 0 | 0 | 0 | 0 | 23 | 0 | 26 |
| Age 12 | 5 | 2 | 1 | 0 | 1 | 22 | 0 | 27 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Total | 37 | 5 | 8 | 3 | 3 | 197 | 0 | 223 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Lower Moutere School | 0% |
|---|---|
| Tasman Region | 33% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Lower Moutere School | 0% |
|---|---|
| Tasman Region | 3.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Lower Moutere School | 0% |
|---|---|
| Tasman Region | 2.1% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 474
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 16 November 1858
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 4
- Last reviewed
- 6 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (6 December 2024)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 6 December 2024 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 214 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.
April 2018
169
Counted while ERO’s review team was at the school. Education Review Office, report of 19 June 2018
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 6 December 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Context
Lower Moutere School is located in the Tasman District, providing education for learners in Years 1 to 8. The school vision to be the best we can be – kia kaha - kia maia , is underpinned by the value of Respect – for ourselves, others and our school.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of January 2023, ERO and the school have worked together to evaluate how effectively the school’s approach to teaching mathematics accelerated progress and increased engagement in learning for all students.
Expected Improvements and Findings
The school expected to see:
Learners continuing to show high levels of engagement and increased rates of acceleration.
School assessment information shows most learners now make ongoing and sustained progress during their time at the school.
Assessment information shows that increased rates of acceleration in mathematics is evident; this remains a focus for the school.
Learner feedback indicates an increasingly positive attitude towards learning and willingness to take greater risks with mathematical challenges resulting improved outcomes.
Continued consistency in the teaching of mathematics across the school, with shared language and understanding of best practice.
Staff have undertaken targeted professional learning and development; this has resulted in improved and consistent formative assessment practices across the school.
Teachers have an increased their understanding of accelerated learning practices that enable direct support for those learners who need additional assistance.
The upskilling of teacher aides has provided specialised individualised learning opportunities for targeted groups of learners, resulting in improved outcomes.
Teacher’s reflection and review of teaching programmes has strengthened the consistency of the mathematic curriculum design and delivery.
Other Findings
The greatest shift that occurred in response to the school’s action is the accelerated rates of progress for some groups of learners within the target groups.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Learners make sustained progress and are highly engaged in their learning.
Most learners achieve at or above curriculum expectations in reading, writing and mathematics.
Learners who need additional support benefit from multiple targeted interventions; their learning progress and wellbeing needs are identified, closely monitored and specifically addressed.
Learners experience a strong sense of belonging within the school community; they are well known by all staff and positive relationships result in high levels of meaningful pastoral care.
A large majority of learners attend school regularly; however, the school is not yet meeting the Ministry of Education’s 2024 target for regular attendance.
Conditions to support learner success
Strong leadership provides a clear vision and strategic direction for the school that drives continuous improvement.
Leaders foster and sustain a culture of high relational trust at all levels of the school leading to shared understandings and strong collaborative practices.
Leadership effectively grows teacher capabilities across the school; this supports the effective provision of targeted interventions that improve student learning and wellbeing outcomes.
Staff have many leadership opportunities; their strengths are valued and utilised effectively schoolwide.
Learners benefit from a well-considered curriculum and responsive teaching practices.
The school curriculum provides learners with meaningful learning opportunities reflecting the local context and it is responsive to their interests and needs.
Teaching staff plan collaboratively to ensure shared responsibility and high levels of consistent teaching and learning across the school.
The school is well positioned to adapt to and implement the refreshed of the national curriculum and shows a readiness for this through highly reflective and improvement focused practices.
Well-aligned systems and effective conditions ensure ongoing school improvement.
Learner wellbeing is prioritised; the school’s responsive culture and wide range of initiatives and meaningful innovations ensure learners are purposefully at the centre of all decision making.
Strong relationships and partnerships are fostered with families and local community; these strengthen positive outcomes for learners.
High levels of reciprocal engagement with other local schools and links with local iwi are helping to raise cultural competencies of staff; this is strengthening the integration of te ao Māori .
The Board is well informed, resulting in decision making that is based on high quality information and best practice evidence.
Part C: Where to next?
The agreed next steps for the school are to:
continue to work with whānau to plan and implement strategies to improve rates of regular attendance
plan relevant staff development to build a shared understanding and consistency across the school for ongoing improvement in literacy and mathematics
continue to integrate Ngā Kawatau me ngā Tūmanakotanga o Te Tauihu – The Aspirations and Expectations of Te Tauihu ) to enhance the local curriculum and learning experiences.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review current strategies that support raising attendance and identify the most effective practices to refine the attendance plan
review and adapt assessment practices to reflect the refreshed curriculum requirements.
Every six months:
review the attendance plan, identify any emerging barriers to attendance and further develop strategies to support greater learner engagement
continue to maintain and review professional development opportunities to inform consistency and use of high-quality teaching practices that reflect the curriculum changes.
Annually:
consult with parents and whānau about how effectively the embedding of Ngā Kawatau me ngā Tūmanakotanga o Te Tauihu – The Aspirations and Expectations of Te Tauihu is meeting the needs of learners and modify programmes accordingly
report to the board on the effectiveness of the school's implementation of the refreshed curriculum and identified next steps for ongoing improvement.
Actions taken against these next steps are expected to result in:
sustained levels of increased regular attendance
strengthened knowledge and understanding of te ao Māori reflected in teaching and learning across the school
high-quality teaching and learning sustained and enhanced across the school
sustained and improved outcomes for learners in reading, writing and mathematics.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children
Shelley Booysen Director of Schools
6 December 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 4 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).