Hautapu 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

Hautapu School provides education for learners in Years 1 to 8. The school has a roll of 203 students. Most learners identify as New Zealand/Pākehā with a small number identifying as Māori.

The school’s vision ‘we grow because we explore our limits, question our environment and live by our values’ is underpinned by the values of 'challenge, courage, growth, community and explore.’

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

Expected improvements

The school focused on evaluating how effectively the localised curriculum supports equitable outcomes for students.  The school expected to see a culture of high expectations for student progress and achievement, along with strengthened collaboration among leaders, teachers and the community to ensure success for all learners.

Findings

A collaborative school culture supports effective teaching and learning. Leaders and teachers have high expectations for learners at every level of the school. The school made significant progress in improving outcomes for learners who are at risk of not achieving. Systems and processes that build collective capacity are now well embedded and closely aligned with school priorities.

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 rich 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?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 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

Most learners meet or exceed the expected curriculum level.

Results are not yet 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

Most 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 large majority of learners attend school regularly.
• The school is approaching the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is improving towards or beyond the target.

Assessment

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

•  The school uses an appropriate approach and reliable practices to 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 has good quality planning to increase the rate of progress for all groups of students.
• The school has significantly 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 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

• Learners experience a positive and inclusive learning environment that promotes wellbeing and a strong sense of belonging.
• Learners access a broad range of curriculum experiences, enriched by local knowledge and strong partnership with their local community and hapū.
• Leaders and staff are embedding structured approaches to the teaching and learning of literacy and mathematics.
• Senior leaders work well together. They are responsive and remain focused on ongoing improvement aligned with school priorities and strategic goals.
• A strong schoolwide culture enables leaders and teachers to reflect on their practice and continuously improve teaching and learning programmes.
• Well-considered staff professional development aligns to the school’s priorities and is purposefully implemented to improve teaching and learning.

Key priorities

• Further streamline and consolidate teaching and assessment practices aligned with curriculum requirements.
• Maintain a sustained focus on accelerating progress for students at risk of not achieving.
• Improve regular attendance to meet the Government’s target of 80%.

Actions to bring about improvement

Within six months 

• leaders review and rationalise systems and processes that guide teaching and assessment practices

Every six months 

• leaders and teachers monitor and evaluate the impact of teaching and assessment practices to accelerate learner progress, and adapt approaches as needed
• leaders track, monitor and review student attendance, adjust strategies where necessary and report progress to the school Board and community

Annually:

• leaders and teachers analyse and report on accelerated achievement and progress, particularly for learners at risk of not achieving, and use this information to set targets and inform strategic priorities
• leaders and the school Board evaluate the effectiveness of strategies to improve attendance to inform further action.

Expected outcomes

• Equitable and excellent outcomes for all learners.
• Consistent, high-quality teaching and assessment practices are embedded schoolwide.
• Increased levels of regular attendance.

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

29 January 2026