Methven Primary School

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 289 — 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.

1. October 2019

   295

   Counted while ERO’s review team was at the school. Education Review Office, report of 4 March 2020

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 1 July 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

Methven School is located near Mt Hutt in Mid Canterbury and provides education for learners in Years 0 to 6. The school’s STAR values (Sporting , Trustworthy , Accepting and Responsible ) are an integral part of their vision, Making Pathways to the Stars through a learning environment that prepares students for the future.

There are two parts to this report.

Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Most students make sustained progress and achieve at the appropriate curriculum level.

Most students achieve at the expected levels in reading, writing and mathematics.

Learners needing tailored support are clearly identified, supported and make progress.

The majority of learners regularly attend school and are engaged in learning.

Conditions to support learner success

Leaders have established a positive learning culture and high-quality teaching that leads to equitable and excellent learner outcomes.

Clear strategic direction ensures goals and targets set by leaders and teachers, in consultation with whānau , are pursued to improve outcomes for all learners.

Leadership effectively uses a range of evidence well to identify development needs, plan for these, monitor and clearly report on the school’s improvement cycle.

Engagement with whānau is a priority for leaders and staff; and this fosters inclusion, belonging and connection.

Collaborative teaching and learning practices are well aligned to practice to ensure success and improvement in progress and achievement over time.

Learners are engaged through an innovative and responsive curriculum that increasingly reflects the local context.

Teachers use and analyse a range of appropriate assessments ensuring programmes meet the needs of all learners.

Teachers use the school’s set of Pathway Progressions well to focus learners on their goals and to plan and to monitor learners' rate of progress.

Consistent, well aligned systems and processes drive strategic direction and partnerships.

The board strategically plans and strengthens improvement priorities and goals related to learning, wellbeing, achievement and progress.

Resources for teaching and learning are well managed through collective informed decision making.

Targeted professional learning for support staff and teachers contributes to improvement, learner wellbeing, progress, achievement and learning partnerships with whānau.

Learners report that they have a strong sense of belonging .

Part B: Where to next?

The agreed next steps for the school are to:

build staff and learners’ capabilities in te ao Māori

strengthen inclusive practices to foster the identities, languages and cultures of learners

regularly seek the perspectives of whānau and learners to inform further improvements.

The agreed actions for the next improvement cycle and timeframes are as follows:

Every six months:

clearly identify staff strengths and development needs to provide targeted professional learning

consult learners and whānau to develop a greater understanding of the language, identity, and culture of all learners

monitor, review and moderate learners’ progress and achievement against the Pathway Progressions . to inform teacher planning.

Annually:

leaders and teachers seek the perspectives of whānau and learners to inform further improvements

leaders and teachers use comprehensive data analysis to evaluate the progress and achievement of all learners to measure improvement.

Actions taken against these next steps are expected to result in:

increasing integration of quality te reo Māori, tikanga Māori and mātauranga Māori learning opportunities throughout the curriculum

language, identity and culture of staff and learners are recognised and celebrated across the school

levels of progress and achievement for all learners are sustained and further improved.

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

1 July 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 this report on ero.govt.nz →