Hauraki Plains College

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.

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

Hauraki Plains College, located in Ngatea, is a co-educational secondary school for students in Years 9 to 13. Students who attend the school travel from a wide geographic area. 87% of students identify as New Zealand European / Pākēhā, 24% identify as Māori and there are small groups from other ethnicities. The school’s values are Rangatiratanga, Manaakitanga and Kaitiakitanga.

Since the previous ERO review, a new principal and three new deputy principals have been appointed.

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

Improvement and progress 

This section is about the progress the school has made since the August 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

Hauraki Plains College prioritised evaluating the implementation and impact of schoolwide literacy and numeracy programmes at Years 9 and 10 and implementing consistent quality teaching practices across the school. These teaching practices are based on learning focussed relationships and engaging teaching strategies. The school expected to see improved literacy and numeracy achievement, and increased student engagement and achievement across the school.

Findings

The school made effective progress. Standardised data is now used more deliberately to identify students needing additional support and to better inform planning. A positive school culture is evident, supported by strengthened whānau and community partnerships and respectful teacher-student relationships.

What we know about learner success 

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

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%

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

Outcomes are improving for most students; the school is working towards achieving equitable outcomes for Māori students. 

• A large majority of Year 9 students are at or above expected curriculum levels for numeracy, less than half for writing and a small majority for reading. A small majority of Year 10 students are at or above expected curriculum levels for numeracy, less than a third for writing and less than half for reading.
• A large majority of students achieve National Certificate of Educational Achievement (NCEA) Level 1, and almost all achieve Level 2. Most achieve NCEA Level 3 and a small majority achieve University Entrance. Equitable achievement for Māori learners remains a school priority. 
• Students report that they feel supported in an increasingly positive school culture through the development of support systems to improve student wellbeing. 
• Hauraki Plains College is yet to meet the Government’s target for regular attendance; less than half of students attend school regularly. Regular attendance is improving and remains a priority for the school.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

Leadership works collaboratively to strategically improve outcomes for learners.

• Leaders and the Hauraki Plains College Board share a common vision for all students to experience personalised excellence in their learning progress and achievements and positive wellbeing.
• There is a consistent focus on both the design and delivery of a well-coordinated curriculum. A next step is embedding consistent responsive teaching practices to deliver the curriculum and support success for all students.
• Leaders across the school are developing systems to strengthen the evaluation of learning data, and student and community voice, to inform planning.

Curriculum design and teaching practices are increasingly responsive to the needs, interests and aspirations of students. 

• A positive classroom learning culture is well-established, characterised by respect and increasing collaboration between teachers and students.
• Leaders and teachers focus on the school-wide application of evidence-based teaching strategies to address students’ diverse needs and ensure all students experience individualised success.
• Transitions into and within school are well planned, contributing to a strong sense of belonging and multiple opportunities for students both in and beyond the classroom.

Conditions that underpin effective schooling are well-embedded and contribute to school improvement.

• The Board actively represents and serves the school, prioritising the wellbeing, progress and achievement of learners and the wellbeing of staff.
• The school is strengthening partnerships with mana whenua and the school community to benefit student engagement and success for all learners.
• Positive, respectful learning relationships are valued and promoted across the school community.
• Leaders and teachers value and affirm the diversity of students and are increasing the inclusive opportunities and programmes to support all students to experience individualised success.

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 identifies key priorities and actions for improvement.

Key priorities

• Refine evaluative practices to know what works to improve student outcomes and reduce disparity.
• Identify, evaluate and embed explicit evidence-based responsive teaching practices to ensure consistent teaching approaches across the school, particularly for Years 9 to 11.
• Strengthen staff capability in proactive student support strategies and restorative approaches.
• Improve regular attendance.

Actions to bring about improvement 

Within three months:

• leaders partner with the community to review the progress of the attendance plan
• leaders develop a plan to increase the evaluative capacity of middle leaders to bring about improvement

Within six months:

• leaders develop a process for the systematic collection of and response to student feedback
• leaders provide professional learning for teachers to strengthen responsive teaching practices and embed curriculum changes

Every six months:

• leaders and teachers monitor students’ learning progress, respond to the data and report on this to the Board to inform decision making
• leaders continue to evaluate, report and refine attendance processes

Annually:

• leaders evaluate the impact of actions towards strategic priorities in student wellbeing and engagement, attendance, progress and achievement, to inform future planning
• leaders report to the Board and community on the progress of the implementation of its strategic priorities.

Expected outcomes

• Increased consistency of approaches that improve wellbeing, engagement, progress and achievement for all students.
• All students consistently experience effective teaching for individualised student success.
• Improved regular attendance.

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

10 April 2026