Napier Boys’ High 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. 

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  

​​Napier Boys’ High School​ provides education for 1271 boys from Years 9 to 13, including 198 boarders. A third of students identify as Māori. The school’s vision is grounded in the motto ‘Me tika te mahi, kia mataara’– ‘Do right and fear nothing’. An experienced Headmaster and Deputy Headmaster have recently been appointed to the leadership team. 

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

Expected improvements  

The school focused on evaluating how well they are improving academic outcomes and reducing disparity for Māori students. The school aimed for ongoing progress and achievement across all levels, better use of assessment data, and consistent application of its Culturally Responsive Teaching Framework.

Findings 

While many students achieve well in National Certificate of Educational Achievement (NCEA), particularly at Level 2, student outcomes remain inequitable at Levels 1 and 3 and University Entrance. Individual assessment data is collected but not consistently analysed and used to inform teaching programmes to further improve student outcomes. 

The framework to guide culturally responsive teaching practices continues to be embedded. Pastoral and academic deans have recently increased their monitoring of learners’ progress. A recently introduced compulsory tikanga course for all Year 9 students seeks to support increased understandings about Māori learners’ culture to support improved equity in Māori learner outcomes.  

Other Findings 

During the course of the evaluation, it was found that the expected improvements have not yet been reached.  

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. 

Learner Success and Wellbeing  

This section provides a summary of learner success and wellbeing. 

• Most students achieve National Certificate of Educational Achievement (NCEA) at Level 2 with a small majority at Level 1 and 3. Improving equity in Māori student achievement at NCEA Levels 1 and 3 is a priority.
• A small majority of all Year 13 students achieved University Entrance (UE); however, less than half of Māori students achieved UE.
• The school collects achievement data in literacy and mathematics in Years 9 and 10; this information requires further analysis and reporting to inform improvement actions and annual targets for junior students.
• A small majority of students attend regularly. Improving attendance planning and more targeted actions are required to reach the Government’s 80% regular attendance target.  

Conditions to support learner success 

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement. 

• Leaders are beginning to redefine the school’s vision and values that will guide the refresh of the school’s curriculum and develop different approaches towards increasing learner success.
• School leaders are redeveloping the school’s strategic plan based on evidence to further strengthen learning opportunities and outcomes.
• Leaders are beginning to explore new ways for whānau, parents and other members of the school community to have increased input into school strategic planning priorities and decision making. 

• Students access a broad curriculum that is responsive to their needs, interests and provides entry to a wide range of academic and vocational education pathways.
• A shared schoolwide understanding of effective teaching is at the early stages of development; teachers are beginning to increase their use of assessment data to guide their teaching.
• Students with additional needs are provided with some supports. Improving learning support provisions is a key priority to ensure all identified students receive the support they need to experience success.

• School leaders are strengthening professional development opportunities for teachers and staff to improve their impact on teaching programmes, student learning and wellbeing.
• A planned approach towards school improvement is beginning to develop, using evidence to review processes and practices to identify strategies that impact on student outcomes. 

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. 

Key priorities 

• Develop a clear school vision, values and strategic direction, informed by evaluation of current practice and inclusive of community consultation, including Māori consultation.
• Improving equity in Māori student achievement at NCEA Levels 1 and 3 and University Entrance.
• Strengthen systems for gathering and analysing data, including schoolwide wellbeing and achievement data, and progress data in Years 9 and 10.
• Review and strengthen the provision of schoolwide learning support programmes.
• Develop an attendance plan in line with the government requirements to improve attendance.  

Actions to bring about improvement 

Within three months: 

• leaders and the School Board consult with all stakeholders on development of the strategic plan
• leaders and teachers establish a consistent process for collecting and recording achievement and progress data for Year 9 and 10 students
• leaders review current learning support provision to identify areas of need
• leaders work with the school Board to evaluate the effectiveness of current attendance strategies, adjust as needed and plan next steps  

Within six months: 

• leaders and the Board work together to develop a strategic plan with clear goals, priorities and implementation steps and communicate this across the school community
• teachers analyse achievement and progress data in years 9 and 10 to identify patterns and better inform targeted interventions
• leaders establish a consistent, schoolwide system to identify students with additional needs, track academic progress and identify in-class strategies to support improved achievement for all students
• leaders develop attendance plan to improve regular attendance 

Annually: 

• leaders report to the Board on progress against strategic goals and collaboratively review progress to guide improvement planning
• leaders and the school Board report to the community and Māori whānau on wellbeing and achievement outcomes across the school, highlighting progress and areas for improvement
• leaders and the Board review and evaluate the systems put in place for learners with additional needs, identify areas for improvement and plan accordingly
• leaders and the Board review the attendance plan to identify successful strategies and adjust accordingly. 

Expected outcomes 

• A shared strategic direction that reflects the aspirations of the school community; effective annual improvement planning, guided by data and evidence-based decision-making.
• Improved use of wellbeing and achievement data to identify trends, inform interventions and improve equitable outcomes for all learners.
• Improved student access to learning support provision that positively impacts on student outcomes.
• Attendance planning and strategies to meet or exceed the Government 80% regular attendance target.  

Recommendation to the Ministry of Education 

ERO recommends that the Ministry of Education provide tailored support for:  

• strategic planning and annual implementation planning
• schoolwide data analysis to inform strategic planning
• provision of learning support systems and programmes. 

The next public report on ERO’s website will be a School Evaluation 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 November 2025​