Te Hihi School

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 

Te Hihi School provides education for learners in Years 1 to 8. The school roll is 173, 60% of students identify as New Zealand European/Pakehā, 34% as Māori and 6% of Pacific heritage. The school’s vision is to Shine Bright, and its values are Mana Tangata I Character, Whanaungatanga I Courtesy and Manaakitanga I Kindness.

The school has had three principals since the 2022 ERO report. 

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

Expected improvements

• Progress and achievement outcomes consistently equitable and excellent for learners.
• Inquiry, creativity, learning areas and te ao Māori integrated across the curriculum.
• Teachers and leaders, in partnership with whānau, collaboratively develop and implement programmes of learning.
• A local curriculum that engages students, builds belonging and identity and develops life-long learning capability.

Findings 

The school continues to develop its curriculum in response to change, so that learning is responsive to better meet students’ needs. Provision for learners with additional needs is more systematic to support their progress and sense of inclusion. Improvement in the collation and reporting of achievement data is evident. The engagement of whānau and families in partnerships for learning and for their contribution to school direction remains a work in progress. Opportunities for parents to play an active role in school life are increasing.  

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?Success and progress for all learners is increasing.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 sufficient opportunities to learn across the breadth and depth of the curriculum.

There is a consistent focus on supporting learners to gain skills in foundational 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?The school is establishing planning and conditions that support improvements in the quality of education for learners.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 is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

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

Achievement in Years 1 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 equitable for all groups of learners.

Writing

A large majority of learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Mathematics

A large majority of learners meet or exceed the expected curriculum level.

Results are 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 students attend school regularly.
• The school is approaching 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 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.
• Teachers are developing their use of assessment information 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 is developing 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 and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

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

• Students experience inclusive learning environments that positively fosters their sense of wellbeing and belonging to the school.
• Students with additional learning needs are well supported to progress in their learning.
• Leadership is collaborative and takes a considered approach to developing and implementing the school’s improvement goals by promoting a unified approach for positive change. A collective sense of direction and actions are evident to bring about sustained improvement.
• Teachers demonstrate commitment to professional growth, engaging in ongoing upskilling opportunities. Professional learning for staff is on structured literacy and accelerating progress in literacy for improved achievement and equity in learner outcomes.

Key priorities

• Improve and sustain students’ regular attendance.
• Sustain and improve the trajectory in achievement in reading, writing and mathematics for all students and groups of students.
• Implement a curriculum that provides increasing challenge and opportunities for students.
• Strengthen strategic and annual planning to clearly prioritise school-wide improvement and expected outcomes for student progress and achievement.
• Establish clear processes for undertaking evaluation of the effectiveness of school operations and teaching and learning. 

Actions to bring about improvement 

Within three months:

• the attendance plan is firmly in place and well understood by staff and the community
• the school Board, with staff and community input, develop and implement strategic and annual plans that clearly prioritise learner-centered improvement actions, and expected outcomes

Within six months:

• the School Board, leaders and teachers establish an approach to undertake evidence-based evaluation of progress, in relation to school improvement priorities and learner outcomes
• leaders and teachers have a shared understanding of effective teaching strategies to improve students’ learning outcomes in reading and writing
• leaders and teachers refine writing assessment processes in Years 1 and 2
• leaders and teachers implement a meaningful, engaging and challenging curriculum
• initiatives to increase the school’s community input and partnerships for learning are underway

Every six months:

• leaders analyse data and information and report to the school Board on the effectiveness of attendance strategies and progress, achievement and wellbeing outcomes to inform further change and celebrate improvements
• leaders and teachers monitor the effectiveness of literacy and mathematics teaching strategies and students’ reading, writing and mathematics outcomes and respond accordingly
• staff review how well parents are engaged as partners in their children’s learning to maintain what is working well and to try further strategies

Annually:

• leaders and teachers evaluate the impact teaching and learning, through a responsive curriculum, on students’ engagement, progress and achievement in literacy and mathematics to inform decision making
• the school Board evaluates it effectiveness, including managing its legislative responsibilities and community partnerships for the school’s strategic direction.

Expected outcomes

• Improve regular attendance.
• Positive learner outcomes in reading writing and mathematics are sustained, built on and equitable.
• An engaging and relevant curriculum is in place and teaching is of high quality.
• Evaluation systems and processes are well used for continuous improvement.
• Strategic and annual planning includes explicit targets and outcomes for learners.
• Whānau and parent partnerships are well embedded. 

Regulatory and legislative requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.

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

Provision for international students

This section is about the quality of the provision of education for international students enrolled at the school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. 

The school has attested that it complies with all aspects of the Code but has completed the required annual self-review of its implementation of the Code. 

Improvement is required for: inclusion in the school’s strategic planning; self-review; accessible, up-to-date policies and procedures; and reporting on achievement, wellbeing and participation of international students. 

At the time of this review there was one international student attending the school, and no exchange students. 

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

18 March 2026