Te Hapua School

School Evaluation Report

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context 

Te Hapua School sits beside the Parengarenga Harbour in the Far North, within a unique taiao environment, and provides education for learners from Years 1 to 8.

All tamariki are Māori and have connections to the local iwi of Ngāti Kuri. The school’s vision is to create a learning community where children are at the centre. The school’s guiding pou include manaakitanga, mātauranga and kaha. 

Te Hapua School and Ngataki School are co-led by the same principal and co-governed by a commissioner from Ngāti Kuri.

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

ERO and the school are working together to evaluate how effectively the school’s place-based curriculum emphasises the unique values and mātauranga Māori of Ngāti Kuri. 

Expected Improvements and Findings

The school expected to see students learning the local histories of Ngāti Kuri and becoming successful speakers of te reo Māori and English. Also expected; was students making accelerated academic progress through effective teaching and learning and confidently using their knowledge to navigate a digital world.

• The histories, stories and language of Ngāti Kuri are embedded in the curriculum through a 
  place-based learning programme; students retell the stories of Ngāti Kuri and their rangatira.
• Students learn and practice te reo Māori and sing local waiata. They speak with confidence during formal and informal occasions.
• Whānau report tamariki speak te reo Māori with confidence at whānau events and celebrations.
• Some students have made accelerated progress in reading.

Other Findings

During the course of the evaluation, it was found that regular hui with whānau and hapū strengthened the schools place-based curriculum, emphasising local mātauranga Māori and improving student engagement.

The greatest shift that occurred in response to the school’s action, is that students now have increased their knowledge and understanding of a Ngāti Kuri world view.

Part B: Current State

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

Learner Success and Wellbeing 

School leaders and staff are working towards improved and excellent outcomes for all learners that are sustained over time.

• School achievement data shows that a majority of students achieve at or above curriculum expectations in reading and mathematics; and nearly half achieve at or above curriculum expectations in writing.
• An inclusive learning environment is promoted throughout the school; students have a strong sense of belonging and are confident in their language, culture and identity.
• The school is significantly behind the government target for attendance; leaders are developing suitable plans to lift attendance.

Conditions to support learner success

Leadership is strategic and highly collaborative with a deliberate focus on improving outcomes for learners.

• Leaders and staff successfully consult with and align local iwi vision with the school’s strategic direction and school curriculum; these priorities enhance the school curriculum, local contexts that support student learning.
• Effective leadership, across both schools, is well supported by sound systems and processes to support teaching and learning and improve outcomes for learners.
• Leadership ensures whānau, hapū and iwi participate in setting school priorities to support and improve student engagement, progress and achievement.

A rich curriculum and well considered teaching strategies provide engaging opportunities for learning.

• Teachers create an orderly and collaborative learning environment in which learning time is made the most of.
• Teachers use a range of strategies that support and promote all students to engage in their learning.
• Students experience a curriculum that provides a range of relevant learning opportunities to support their learning, progress and achievement.

Key conditions including learner wellbeing, staff collaboration and partnerships are embedded and well aligned to successful schooling.

• The commissioner, leaders and teachers work collaboratively to enact the vision of Ngāti Kuri to support learners' language, culture and identity.
• Regular opportunities for staff to collaborate, across both schools, and share practice promotes consistent delivery of agreed expectations for effective teaching and learning.
• Well established systems and processes, across both schools, support student wellbeing that promotes engagement in learning.

Part C: Where to next?

The agreed next steps for the school are to: 

• use the plan to focus on raising regular attendance rates for all students to meet Ministry of Education targets
• implement a structured mathematics approach and structured literacy programme to improve achievement outcomes, particularly in writing
• build in students the skills required to be resilient and successful learners.

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

Within three months:

• put into action the recently developed plan to improve attendance

Every six months:

• regularly communicate with parents and students the importance of attendance and achievement and promote the skills required for learners to become resilient and successful
• analyse and monitor student progress and achievement information to inform next steps in teaching and learning

Annually:

• review and report attendance rates to the commissioner and school community to work toward achieving Government attendance targets
• review and evaluate the impact of professional development on teacher practice and student progress and achievement especially in mathematics and literacy and adjust accordingly.

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

• higher attendance rates
• students demonstrating resilience and achieving greater success as learners
• improved academic outcomes for all students in mathematics and literacy

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

Sharon Kelly
Director of Schools (Acting)

15 May 2025

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