Hutt Central 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 

Hutt Central School provides education for students in Years 1 to 6. Of the 288 students enrolled, 69% are Pākehā | New Zealand European, 23% are Māori, 22% are Asian, 12% are of Pacific heritage and 2% identify as being from other ethnicities.

The school’s vision for learners is to empower them to meet the future with confidence. The overarching values of respect/whakaute, responsibility/haepapa, resilience/manawaroa, creativity/auahatanga guide the school community.

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 high 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 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 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 64% 65 to 79% 80 to 90% Over 90% Reading

A large majority of 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

A large majority of 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 behind the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is not yet improving towards or beyond the target.
• Chronic absence is not yet reducing over time. 

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 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 Government reading, writing and mathematics targets and agrees this will need to be a key strategic priority.

Next steps for improvement

This section of the report 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 benefit from high expectations for teaching and learning.
• Learners have positive relationships with their peers and teachers and experience a strong sense of belonging.
• Leaders continue to prioritise the improvement of student learning and achievement through strategic decision making and targeted initiatives promote positive outcomes for learners.
• Leaders are strengthening their knowledge and collaboration, and high levels of relational trust and effective communication are evident at all levels of the school community.
• Structured literacy approaches are well embedded in the junior school and are being implemented in the senior school. Leaders and teachers are implementing a revised mathematics programme.
• Learners experience a well-considered school curriculum with links to local contexts that provides meaningful learning to support their needs and interests.
• Staff professional development is targeted, planned and implemented for ongoing improvement of teaching and learning.
• Leaders and teachers use a wide range of information and feedback to inform decision making for school improvement. 

Key priorities 

• Take an evidence-based approach to evaluate the impact of teaching, learning and assessment practices on learner progress and achievement, with a focus on mathematics.
• Revise the school’s curriculum to align with changes to The New Zealand Curriculum in English and mathematics.
• Implement the attendance plan, including initiatives with parents and whānau, to raise collective awareness of the importance of regular attendance.

Actions to bring about improvement:

Within six months:

• leaders evaluate the impact of initiatives designed to increase rates of regular attendance to inform next steps 
• leaders provide teachers with professional learning opportunities to strengthen their understanding and use of effective teaching and learning strategies in mathematics

Every six months:

• leaders review and report on learner attendance, progress and achievement information to support ongoing decision making for improvement 
• leaders and teachers use an evidenced-based approach to evaluate the impact of programmes and initiatives designed to improve learner progress and achievement, with a particular focus on the provision of mathematics

Annually:

• leaders report on learners’ attendance, progress and achievement and use this information for further strategic planning. 

Expected outcomes

• Increasing numbers of students attending school regularly.
• Improved and equitable student achievement outcomes in mathematics.
• Effective use of evaluation for improvement that supports the development of high-quality teaching and learning practices schoolwide. 

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 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

6 October 2025