Hukanui 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.

Context 

Hukanui School is in Hamilton and provides education for students in Years 1 to 6. The school’s values support the Hukanui Hero learner profile: connecting (whakawhanaungatanga), nurturing (whāngai), exploring (kaihōpara), communicating (kaikōrero), and being a guardian (kaitiaki).

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part B: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

• Most students achieve at or above expected curriculum levels in reading, writing, and mathematics.
• Achievement for some groups of target learners is accelerated; achievement outcomes for students are increasingly equitable.
• Students report feeling safe and respected at school.
• Approximately two thirds of students attend school regularly; the school continues to work towards meeting Ministry of Education targets for regular student attendance.

Conditions to support learner success

• Leaders are highly strategic in determining areas for school improvement and take well-considered actions to achieve the desired outcomes for students.
• Leadership is developing and refining useful systems and processes to support consistent schoolwide practices.
• Leaders work collaboratively with teachers, parents and the wider community to inform decision-making and to build constructive partnerships to meet the needs of students.  

• Students benefit from a curriculum that provides a wide range of learning opportunities and caters for diverse student needs and interests.
• Teachers regularly use a range of achievement data to identify and effectively respond to the individual and collective needs of their students; the school is developing learning progressions for key subject areas to support effective schoolwide teaching practices.
• Students learn in well-resourced and settled classrooms where relationships are positive and respectful, and clear routines support students to grow their self-management skills.

• Leaders and teachers review programmes and practices to increasingly cater for the diversity of their students’ backgrounds, experiences and cultures.
• A wide range of targeted initiatives are used to support inclusion for students and their parents, particularly in relation to reducing language barriers.
• Leaders and teachers are building their understanding, capability and confidence in tikanga and te reo Māori; this is identified by the school as an area for continued development.
• The board of trustees provides strategic resourcing to support the growth of inclusive school practices.

Part B: Where to next?

The agreed next steps for the school are to: 

• further strengthen schoolwide collection and use of student progress and achievement data to continue to respond effectively to students’ learning needs
• continue to strengthen the integration of te reo Māori in student learning experiences
• increase rates of regular student attendance.

The agreed actions for the next improvement cycle and timeframes are as follows.

Every six months:

• monitor the implementation of the school’s subject progressions to identify how effectively they are being used schoolwide to assess learning, inform teacher planning, and support students and parents to know what is needed to make progress and achieve
• review the extent to which the school has progressed in increasing the use of te reo Māori in the school curriculum
• monitor, and report to the board, rates of regular student attendance, and plan appropriate responses.

Annually:

Report to the board, trends and patterns over time for:

• progress and achievement data, including the effectiveness of acceleration for target students 
• rates of regular student attendance and the effectiveness of the school’s responses to support increased student engagement.

Actions taken against these next steps are expected to result in:

• consistent schoolwide assessment practices that further strengthen collective data use and increase students’ and parents’ understanding of learning progress and achievement
• increased integration of te reo Māori in the school’s curriculum
• improved rates of regular student attendance.

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

Shelley Booysen
Director of Schools

16 October 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home