Upper Hutt 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 440 — 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. July 2018

   327

   Counted while ERO’s review team was at the school. Education Review Office, report of 21 September 2018

2. June 2015

   345

   Counted while ERO’s review team was at the school. Education Review Office, report of 29 July 2015

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 15 October 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School 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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School

Upper Hutt School provides education for students in Years 1 to 6. Of the 430 students at the school 67% are NZ European/ Pākehā , 23% identify as Māori , 21% are Asian, 9% are of Pacific heritage, 7% identify as Middle Eastern Latin American or African.

The school’s vision for learners is Every learner deserves a positive future . The overarching ‘PRIDE’ values of partnership/ whakawhanaungatanga , respect/ whakaute , integrity/ tika , determination/ manawanui and empathy/ aroha , guide school operations.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding? The school is working towards high levels of success and progress for all learners.

What is the quality of teaching and learning? Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics.

How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.

How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.

How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.

Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Less than a third Less than half Small majority Large majority Most Almost all

0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%

Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

The small majority of learners attend school regularly.

The school is behind the target of 80% regular attendance.

The school is developing a suitable plan to improve attendance.

Regular attendance is improving towards or beyond the target.

Chronic absence is not yet reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

The school has good quality planning to increase the rate of progress for all groups of students.

The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is making progress towards meeting Government reading, writing and mathematics targets for 2030.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

Learners express a strong sense of belonging and pride in their school. The school values, positive relationships, and school culture are highly valued by students. They benefit from high expectations for teaching and learning, and teachers know their students well.

Leaders work collaboratively and make decisions that are driven by a shared vision and an ongoing commitment to meet the needs of all learners. Coherent and aligned systems and processes support ongoing improvement and promote successful outcomes for students.

Structured literacy approaches are well embedded across the school; implementing a structured mathematics programme that aligns with best practice in 2025 is a priority.

Learners experience a well-considered school curriculum that is designed to reflect the community and its aspirations, including the authentic integration of te Reo Māori and te Ao Māori . Meaningful learning opportunities and experiences support student needs and interests.

Staff professional development is targeted, planned and strategically implemented for ongoing improvement of teaching and learning and to build leadership capacity across the school.

Leaders and teachers are increasingly using a wide range of information and feedback, along with the school’s internal evaluation process, to inform decision making for school improvement.

Key priorities

Embed quality curriculum delivery aligned with the changes to the New Zealand Curriculum with a focused high quality teaching approach.

Strengthen opportunities for students to take ownership of their learning by setting goals together with teachers and parents at all year levels.

Refine assessment systems and processes to align to the revised curriculums and monitor the impact on learner progress and achievement outcomes.

Implement the attendance plan to increase the rates of regular attendance.

Actions to bring about improvement

Within six months:

leaders provide professional learning opportunities to strengthen teachers’ understanding and use of highly effective teaching, learning and assessment strategies

teachers provide opportunities for students to self-review their progress and set relevant learning goals

leaders review the effectiveness of initiatives to improve regular attendance, identify next steps and share with the school community

Every six months:

teachers and leaders review the consistency of planning, teaching, learning and assessment practices in literacy and mathematics programmes, and the impact on all learners’ progress and achievement

leaders monitor and report to the school Board the impact of specific strategies used to improve regular attendance rates for all learners and identify further actions needed to support improvements

Annually:

the Board and leaders evaluate improvements in reading, writing and mathematics outcomes for all learners, identify what had the most impact for learners and what areas need further strengthening to guide strategic planning

the Board and leaders evaluate patterns in attendance for all learners and use this information to identify next steps to continue improving regular attendance.

Expected outcomes

Effective and tailored teaching strategies improve student learning experiences and equitable student achievement outcomes in literacy and numeracy.

Higher student engagement and motivation through active participation in learning and goal setting.

The implementation of robust, schoolwide assessment practices that effectively show the progress and achievement of all learners.

Increasing numbers of students attending school regularly.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

The next public report on ERO’s website will be a School Report and is due within four 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

Sharon Kelly Director of Schools

15 October 2025

Read this report on ero.govt.nz →