Horizon School

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

Horizon School is a state-integrated school located in Snells Beach north of Auckland. The school provides education for students in Years 1 to 13 and has a role of 235 students. 89% students identify as Pākehā | New Zealand European. A new principal was appointed in November 2024. New senior leaders started at the beginning of 2025. The school values of faith|whakapono, hope|tumanako and love|aroha underpin school life.

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 December 2022 ERO report. It includes an explanation of the expected improvements and findings. 

ERO and the school have worked together to evaluate the impact that improved teaching and learning had on student outcomes, particularly for Māori students, and student achievement in writing.

Expected Improvements 

The school expected to see a consistent approach to teaching writing across the school through the extension of staff content knowledge, the implementation of evaluative processes and the development of a greater understanding of practices that support Māori student achievement.

Findings

Ongoing professional learning focused on evidence-based literacy practices for teachers has contributed to increased student achievement, including achievement in writing for Māori students. Students in Years 1 to 8 are benefitting from a consistent approach to the teaching of foundational skills, particularly writing.

All staff engaged in professional learning in bicultural practices. Student engagement has improved, and Māori students have an increasing sense of belonging. In the primary school, tikanga Māori and school kawa are becoming embedded in the school curriculum.

Other Findings

Teachers’ confidence and capability to better respond to the needs of all students improved. Student achievement improved for most learners, including Māori learners, as well as the embedding consistent literacy practices in classrooms.

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.

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 for learners are becoming more equitable and excellent.

• Most Year 1 to 8 students, including Māori and Pacific learners, achieve at or above the expected curriculum levels in literacy and mathematics, however, less than half of Year 8 students achieve at the expected levels in writing.
• A large majority of students in Year 9 achieve at or above the expected curriculum level in reading and mathematics with less than half achieving at expected levels in writing.
• A large majority of Year 10 students are at the expected curriculum level in mathematics with a small majority at the expected level in reading and writing.
• The school does not offer the National Certificate of Achievement (NCEA) Level 1 qualification for Year 11 student. A large majority of students in Year 12 achieve Level 2 and a small majority of students in Year 13 achieve Level 3 in NCEA.
• The school is not yet meeting the Ministry of Education target of 80% for regular attendance.

Conditions to support learner success

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

School leadership is establishing collaborative and distributed leadership opportunities to support ongoing improvement.

• Leaders are consulting with the wider school community to review and update strategic goals and priorities to improve outcomes for learners.
• Leaders are strengthening relational trust; collaboration and communication focused on achieving the school’s strategic vision.
• Leaders are further embedding the school’s special character through the curriculum.

School leaders and staff deliver a curriculum focused on meeting the needs and strengths of all learners.

• Teaching practice is relational and affirming between students and teachers. Classrooms have clearly established routines and expectations for learning.
• Students with additional learning needs are well supported to make progress with their learning against their individual goals.
• Teachers increasingly use assessment information to plan for, evaluate and report the progress of students and to inform responsive teaching practice.

Organisational conditions are being strengthened and underpin school improvement.

• Students experience positive relationships and a culture of care that supports their wellbeing and sense of belonging.
• Leaders and teachers promote an ongoing focus on equity and learner wellbeing through integrating the school’s special character within the curriculum.
• The School Board and leaders are actively engaging with parents, whānau and the wider community to strengthen learning focused partnerships.
• Leaders and staff continue to review, develop and establish school systems and processes that support sustainability.

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.

Key priorities

• Sustain high levels of learner progress and achievement.
• Continue to improve regular attendance.
• Consolidate consistent teaching practices that meet curriculum requirements.
• Increase student understanding about their individual learning goals and what they need to do to make progress.
• Review and adjust student assessment processes to enable better use of this information. 

Actions to bring about improvement

Within three months:

• leaders review and report on the school's provisions for international students
• leaders and teachers review assessment processes and adjust as needed
• leaders and teachers develop a school-community strategy to increase regular student attendance 

Within six months:

• leaders work with teachers to embed the consistent use of effective teaching practice schoolwide
• leaders work with teachers to better use assessment information to improve their practice and next steps for learners

Every six months:

• leaders monitor and report rates of progress and attendance to the School Board and adjust plans as necessary
• leaders monitor teachers’ consistent use of effective teaching practice and assessment schoolwide
• leaders and teachers work with students, teachers and parents to set and review goals to support ongoing learning pathways

Annually:

• leaders and teachers review the curriculum to ensure that current requirements are met
• the School Board and leaders evaluate student progress and achievement outcomes in literacy and mathematics and report to the and school community
• leaders review and evaluate the impact of professional development on the effectiveness of teacher practice
• the School Board and leaders analyse schoolwide attendance information to plan actions to improve student engagement and learning outcomes.

Expected outcomes

• Leaders and teachers use school data more effectively inform teaching and learning.
• Teaching practices improve and are consistent across the school.
• Attendance and achievement improve for all learners.

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 October 2025