Review 28 February 2025
LatestSchool 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.
About the School
Hauturu School is a small rural school located 20 kilometres from the west coast settlement of Kāwhia. The school provides education for learners in Years 1 to 8. There are 27 students, 85% of whom identify as Māori and 15 % identify as New Zealand European/Pākehā.
The school’s mission and vision is: ‘Toi Te Mātauranga, Toi Te Mana, Toi Te Whenua’ Strive for knowledge, excellence and stewardship. The school values of being responsible, respectful and resilient underpin the school’s approach to learning.
Part A – Parent Summary
How well place is the school to promote educational success and wellbeing?
| How well are learners succeeding? | Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well. |
| What is the quality of teaching and learning? | The school is improving teaching and learning. |
| 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 literacy and mathematics. Learners with complex needs require better support 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 is taking steps to improve 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 Safety | The school needs to ensure a physically and emotionally safe learning environment. |
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Writing | Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
Attendance
The school is behind 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.
Chronic absence is not yet reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has identified significant numbers of students who have additional learning needs.
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 some progress towards meeting Government reading, writing and mathematics for 2030 and agrees this will need to be a key strategic priority.
An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
The school has recently established systems for gathering reliable achievement information for each student and understands their strengths and learning needs. The teaching principal and experienced teacher bring a range of tools to support students with their learning and wellbeing. They seek external support for students with additional needs as required.
Structured literacy is already being delivered and planning for structured mathematics will ensure readiness for 2025. Curriculum delivery of reading, writing and mathematics is meeting the one hour per day expectation. The principal is well-supported in her role to drive the schoolwide improvement focus and has prioritised improving students’ achievement in literacy and mathematics, engagement and wellbeing.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- accelerate progress and raise overall levels of achievement in reading, writing and mathematics
- continue to grow collective staff capability in structured literacy and mathematics to raise achievement
- continue to develop the curriculum and incorporate the expectations of the refreshed New Zealand Curriculum to improve engagement in learning and attendance at school.
The agreed actions for the next improvement cycle and timeframes are as follows.
In three months:
- refine systems for the tracking and monitoring progress and acceleration for all students in reading, writing and mathematics
- review and refine the current action plan for raising attendance
- finalise the action plan for the development of the school’s curriculum including the expectations of the refreshed New Zealand Curriculum
- grow staff capacity to effectively deliver structured literacy and provide professional learning and development to ensure readiness to deliver the mathematics programme
Within six months:
- report on progress and accelerated progress of all students in reading, writing and mathematics
- continue to work with whānau to support positive strategies to increase rates of regular attendance
- formalise and document the school's curriculum to support improved student engagement in learning
- fully embed structured literacy and mathematics programmes to improve achievement for all students
Annually:
- evaluate and report to the board on the impact of the school’s curriculum to improve outcomes in literacy and mathematics and increase rates of regular attendance
- monitor, track and report on the progress of all students, particularly those with additional learning needs to inform targeted actions for continuous improvement.
Actions taken against these next steps are expected to result in:
- improved progress and achievement outcomes for all students particularly in reading writing and mathematics
- improved rates of regular attendance; working towards meeting the Ministry of Education target
- the delivery of a rich curriculum that improves student engagement and rates of progress.
Part C: Regulatory and Legislative Requirements
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Actions for Compliance
ERO has identified the following areas of non-compliance during the board assurance process:
- obtaining a police vet for every person whom the board appoints or intends to appoint to a position at the school before the person’s employment or engagement at the school begins.
[s104 Education and Training Act, 2020] - complied with the requirement to adopt a statement on the delivery of the health curriculum, at least once every two years, after consultation with the school community
[section 91, Education and Training Act, 2020] - update the hazard identification and risk mitigation register
[Health and Safety at Work Act, 2015].
The board has since taken steps to address the areas of non-compliance identified.
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
Acting Director of Schools
28 February 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home