Horahora School (Cambridge)

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

Horahora School Cambridge provides education for learners in Years 1 to 8. The school’s roll is 44. The majority of learners identify as New Zealand European/Pākehā and 7% identify as Māori. The school’s vision is ‘To have the self-confidence to make a difference to my world’ are supported by the kawa values ‘to learn, to be safe and to be respected.’ A new principal was appointed at the end of 2024.

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

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?The school is working towards high levels of success and progress for all learners.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 an increasingly consistent focus on supporting learners to gain 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 is improving its reporting 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 0 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 65%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Writing

A small 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 becoming more 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 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 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 is likely to meet them by 2030.

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 progress and achieve well in reading and mathematics; writing continues to be an area for ongoing improvement.
• Learners benefit from the positive school culture; they experience a strong sense of belonging through affirmative and supportive relationships with staff and their peers.
• Teachers use collaborative and responsive teaching practices to meet the learning needs of individuals and ensure appropriate support is in place for all learners to experience success.
• Learners with additional learning needs are closely monitored; targeted individualised teaching and learning programmes support their progress and achievement.
• The School Board and principal provide clear expectations for teaching and learning; a focus on the learner is central to school improvement.
• Leaders demonstrate a commitment to providing professional learning opportunities for staff, aligned to identified learning priorities.
• Structured literacy approaches to teaching and learning are becoming embedded across the school.
• A structured mathematics programme has been introduced alongside a professional development to build teacher capacity and capability. 

Key priorities 

• Strengthen a schoolwide approach to assessment to effectively inform teaching practice.
• Improve achievement outcomes for all learners, particularly in writing.
• Enhance strategic planning to clearly reflect the focus of improving learner progress and achievement.
• Review and improve school’s evaluative systems to better inform teaching and learning programmes.
• Further improve regular attendance and implement the student attendance plan.

Actions to bring about improvement

Within six months:

• leaders and teachers review the school’s processes for moderating student achievement information to ensure reliability and consistency, particularly in writing
• leaders and the School Board review and refine schoolwide processes and strategic priorities that align with curriculum progress goals and address learner needs
• leaders and the School Board consult with the local community to develop the school’s strategic and attendance plans to better reflect parent and whānau feedback

Every six months:

• teachers use a wide range of learner achievement information to inform next steps for teaching and learning
• leaders evaluate how effectively learning programmes meet the needs and interests of students, using attendance and achievement information, learner feedback and observations of teaching practices

Annually:

• the School Board and leaders review progress and achievement information to strategically plan actions that will continue to improve learner outcomes
• the School Board work with leaders to review and refine the school’s strategic plan to clearly identify key priorities with a clear focus on learner outcomes and share with the community
• the School Board report to the community on the effectiveness of the attendance plan in raising regular attendance rates.

Expected outcomes

• Increased and sustained levels of progress and achievement for all learners, particularly in writing.
• Enhanced internal evaluative practices to inform decision making for improved learner outcomes.
• Improved and sustained regular rates of attendance that meet the Government targets.

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

16 September 2025